








LIBRARY OF CONGRESS 


Copyright No 


UNITED STATES OF AMERICA 


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The International 

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Scranton, Henn a. 


EDUCATION, 

TECHNICAL EDUCATION, 
INTERNATIONAL CORRESPONDENCE 
SYSTEM OF EDUCATION. 


The Colliery Engineer Company, 

PROPRIETORS. 


Training Department. 



24069 


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COPYRIGHT, 1898, BY 

The Colliery Engineer Co., 

^_ SCRANTON, PA. _^ 




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PREFACE. 


W E PRESENT to the civilized world, for the enlightenment 
and advancement of those busy classes, unable, through 
the pressing demands of the various callings pursued for 
a livelihood, to profit by the methods and opportunities of 
ordinary educational instrumentalities, the most complete, 
thorough, efficient, and successful system of industrial educa¬ 
tion this or any other age of human history has ever witnessed. 

We invite attention to the principles underlying true and 
complete education. We ask the readers of these pages to 
apply these principles to the system of The International 
Correspondence Schools. Faithful to these principles, in 
profession and in practice, we have ennobled the lives of 
unnumbered individuals, brightened the firesides of count¬ 
less families, and strengthened beyond measure the citizen¬ 
ship of this mighty nation. We have given courage to the 
hopeless, light to the darkened, prosperity to the impoverished, 
determination to the weak and faltering ; the studious we have 
gladdened, the industrious we have rejoiced, the inquiring we 
have gratified. And yet our task is but begun. Multitudes in 
this and other lands are grasping for ti e torch of instruction 
and of enlightenment. We propose to give the light of knowl¬ 
edge to every man who seeks it. And in dispensing that light so 
that it ma}^ shed its beneficent rays into the very darkest places, 
blessing the human race and beautifying civilization itself, we 
earnestly and cordially invite the most searching investigation 
into our methods, satisfied that such investigation must be 
followed by acknowledgment, hearty and sincere, of purposes 
the most ennobling, and results the most astounding, ever yet 
achieved in the field of man’s emancipation from the thraldom 
of ignorance, idleness, and inefficiency. 

THE COLLIERY ENGINEER COMPANY. 

Scranton, Pa. 




CONTENTS 


EDUCATION. page. 

Education.7 

Character .8 

Home as an Educator .13 

Education and National Character.21 

Value of Education.29 

Education as Insurance.31 

Education and Success.32 

Modern Educational Defects.45 

Purpose of Education.48 

Physical Culture.51 

H ygienic Culture.53 

Ethical Culture.54 

Intellectual Culture .58 

TECHNICAL EDUCATION. 

Technical Education.65 

Wiiat is Industrial Education?.66 

National and Social Advantages.77 

Idleness, Poverty, and Crime.85 

The Demand in America.94 

Technical Education and the Individual .... 98 

System in Study.105 

Henefits of Technical Education.108 

Technical Education of Women.142 

Some Technical Schools.154 

Classical Colleges.164 

Scientific and Technical Schools.165 


























PAGE. 

American Technical Schools.166 

Technological Schools.168 

Institutions .168 

./■ y ? i. ./.■ t 

Colleges for Women .170 

Educational Value of Drawing.171 

The Science of Exact Measurements.181 

Applied Mechanics and Engineering.183 

Extraordinary Efforts for Advancement .... 100 

How to Obtain a Purposeful Education.237 

Educational Advancement.242 

INTERNATIONAL CORRESPONDENCE SYSTEM OF 
EDUCATION. 

System of Our Schools.253 

Crowning Feature of Civilized Life.261 

Modern Educational Development.280 

Poverty No Barrier.338 

An Efficient Educational System ... ... 365 

Some Special Features of Our System.384 

Classes Benefited by Our System ....... 408 

Results Achieved.. . 462 

APPENDIX. 

Appendix A.480 

Appendix B.506 

Students and Graduates.506 

Appendix C.508 

A Plan to Assist Our Students With Employers . . 508 

INDEX. 517 





























EDUCATION. 













































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EDUCATION. 


Our needful knowledge, like our needful food, 

Unhedged, lies open in life’s common field, 

And bids all welcome to the vital feast. 

1. Usual Definition of Education. —Education is defined 
by lexicographers as the process or the result of educating, 
acquirement by any course of discipline and instruction, the 
systematic development and cultivation of the mind and other 
natural powers, and the direction of the feelings, the tastes, 
and the manners, by inculcation, example, experience, and 
impression. It is also defined as the training resulting from 
the pursuit of a complete course in an institution of learning, 
or of a special course, as, for example, in law, medicine, art, or 
mechanics. 

2. True Definition of Education. —Education in its widest 
sense is the voluntary modification of the individual. Its 
purpose is twofold : it has for its goal the perfection of the 
individual and the perfection of the social organism. Between 
these two a balance must be kept. Education, in the thought 
of our great American sociologist, Ward, is the ultimate real¬ 
izing of all social aims. Schools, as at present constituted, do 
but a part of the work of education ; the church, the family, 
and the shop has each its particular share. The tendency of 
the school, however, is to enlarge its field, as is shown by the 
great strides made in kindergarten work, and in moral and 
industrial education. 

3. Aim of Education. —Wherever the educational system 
belongs in Spencer’s classification of the sustaining, the dis¬ 
tributing, and the regulating systems of the social organism, it 
is a complete system in itself, and is made up of a group of 
organs, each of which should have its own work to perform. 
The office of this system in its entirety, including the educa¬ 
tion of the home and of the church, is to take the unformed 

7 


8 


atoms of the body politic, individuals, at their birth, and fit 
them for the places in the organism which they should occupy. 
Their training begins in the cradle, and ends only at the grave. 
In this vast and important system, both general and profes¬ 
sional schools have their separate functions—the first, in trans¬ 
forming all the atoms alike, from dead into living and 
intelligent units of society, and in giving a general preparation 
for citizenship; the second, in providing a special, technical, 
professional preparation for their life work. The ideal society 
is a society of specialists. 

4. Threefold Aspect of Education. —Education may be 
viewed in its relation (1) to the individual, (2) to the family, 
(8) to the nation, or society at large. In its relation to the 
individual, education may be defined as the development of 
character. 


CHARACTER. 

5. Definition of Character. —Character is declared to be the 
combination of the qualities that distinguish any persons or 
class of persons; any distinctive mark or trait, or such marks 
or traits collectively, belonging to any person, class, or race ; 
the individuality which is the product of nature, habits, and 
environment. Character has also been defined as the quality 
or qualities commonly attributed to any person or thing; 
standing, reputation. 

6. Emerson, on Character.— “Character,” says Emerson, 
“ is moral order seen through the medium of an individual 
nature. * * * Men of character are the conscience of the 
society to which they belong.” 

7. Luther’s View.—“The prosperity of a country depends,” 
declared Martin Luther, “ not on the abundance of its 
revenues, nor on the strength of its fortifications, nor on the 
beauty of its public buildings ; but it consists in the number 
of its cultivated citizens, in its men of education, enlightenment, 
and character; here are to be found its true interest, its chief 
strength, its real power.” 


0 


8. Education and Character. —The end of all education 
is undoubtedly the development of character. The experi¬ 
ence of the world has demonstrated that, while there are 
magnificent and surprising exceptions to the rule, the average 
man is greatly helped by submission, during his early years, 
to the precept, example, criticism, and suggestion of those who 
have themselves been well trained. By such influences, char¬ 
acter—physical, intellectual, and moral—is most likely to be 
harmoniously developed. Hence it is that, while we miss 
from the catalogues of college graduates many names of extra¬ 
ordinary distinction—for example, three or more of the most 
resolute and brilliant presidents of the United States—we do 
find upon the roll a very large percentage of men who have 
led long, useful, and influential careers in the service of the 
church and state, or in the advancement of science and edu¬ 
cation. 

9. Character a Motive Force.— Character is one of the 
greatest motive powers in the world. In its noble embodi¬ 
ments, it exemplifies human nature in its highest forms, for it 
exhibits man at his best. 

Men of genuine excellence, in every station of life, men of 
industry, of integrity, of high principle, of sterling honesty of 
purpose, command the spontaneous homage of mankind. It 
is natural to believe in such men, to have confidence in them, 
and to imitate them. All that is good in the world is upheld 
by them, and without their presence in it the world would 
not be worth living in. 

10. Genius and Character. —Although genius always com¬ 
mands admiration, character most secures respect. The 
former is more the product of brain power, the latter of heart 
power; and in the long run it is the heart that rules in life. 
Men of genius are the intellect of society, men of character 
are its conscience—the former command admiration, the latter 
excite reverence and obedience. 

11. Greatness is Only Comparative. —Great men are always 
exceptional men, and greatness itself is but comparative. 
Indeed, the range of most men in life is so limited that very 
few have the opportunity of being great. But each man can 


10 


act his part honestly and honorably, and to the best of his 
ability. He can use his gifts and not abuse them. He can 
strive to make the best of life. He can be true, just, honest, 
and faithful, even in small things. In a word, he can do his 
duty in that sphere in which Providence has placed him. 

12. Duty the Corner-Stone of Character. —Commonplace 
though it may appear, this doing of one’s duty embodies 
the highest ideal of life and character. There may be nothing 
heroic about it; but the common lot of men is not heroic. 
And though the abiding sense of duty upholds man in his 
highest attitudes, it also equally sustains him in the transaction 
of the ordinary affairs of every-day existence. Man’s life is 
“centered in the sphere of common duties.” The most influ¬ 
ential of all the virtues are those which are most in request for 
daily use. They wear the best and last the longest. Superfine 
virtues, which are above the standard of common men, may 
only be sources of temptation and danger. Burke has truly 
said that the “ human system which rests for its basis on the 
heroic virtues is sure to have a superstructure of weakness or 
of profligacy.” 

13. Character and Discipline.— The best sort of character, 
however, cannot be formed without effort. There is need 
of the constant exercise of self-watch fulness, self-disci¬ 
pline, and self-control. Character exhibits itself in conduct, 
guided and inspired by principle, integrity, and practical 
wisdom. In its highest form, it is the individual will acting 
energetically under the influence of religion, morality, and 
reason. It chooses its way considerately, and pursues it stead¬ 
fastly, esteeming duty above reputation, and the approval of 
conscience more than the world’s praise. While respecting the 
personality of others, it preserves its own individuality and 
independence, and has the courage to be morally honest, 
though it may be unpopular, trusting tranquilly to time and 
experience for recognition. 

14. Man is Not the Creature of Circumstances.— Instead 
of saying that man is the creature of circumstances, it w r ould 
be nearer the mark to say that man is the architect of 
circumstances. It is character which builds an existence out 


11 


of circumstance. Our strength is measured by our plastic 
power. From the same materials one man builds palaces, 
another hovels; one warehouses, another villas. Bricks and 
mortar are mortar and bricks until the architect can make 
them something else. Thus it is that in the same family, in 
the same circumstances, one man rears a stately edifice, while 
his brother, vacillating and incompetent, lives forever amid 
ruins—the block of granite which was an obstacle in the path¬ 
way of the weak, becomes a stepping stone in the pathway of 
the strong. 

15. S amuel Smiles, on Character. —Energy of will—self- 
originating force—is the soul of every great character. 
Where it is, there is life ; where it is not, there is faintness, 
helplessness, and despondency. “The strong man and the 
waterfall,” says the proverb, “ channel their own path.” The 
good and the great draw others after them ; they lighten and 
lift up all who are within reach of their influence. They are 
as so many living centers of beneficent activity. When Lord 
Chatham was appointed minister, his personal influence was 
at once felt through all the ramifications of office. Every 
sailor who served under Nelson, and knew he was in com¬ 
mand, shared the inspiration of the hero. 

16. The Supremacy of Character. — Manhood overtops 
all titles, character all riches; it is greater than any career. 
“Character is success.” Hang this motto in every schoolroom 
in the land, in every home, in every youth’s room. Mothers, 
engrave it on every child’s heart. 

17. The Influence of Washington’s Character. — An 
English tanner, whose leather gained a great reputation, said 
he should not have made it so good, had he not read Carlyle. 
America would not have been the country it is today had it 
not been for the influence of George Washington. Who can 
compute the loss to American civilization which would result 
from removing all the influence of Washington’s character? 

This great man seemed to influence every one with whom he 
came in contact. Chateaubriand said he never saw him but 
once, yet that once inspired his whole life. “ Never have I 
beheld so superb a man,” exclaimed Lafayette. “Washington 


12 


changed mankind’s ideas of political greatness,” declared 
Fisher Ames. Gladstone called him the “purest figure in 
history.” “If our American institutions had done nothing 
else,” said Webster, “ the furnishing to the world the character 
of Washington would alone have entitled them to the respect 
of mankind.” “Illustrious man!” exclaimed Fox, in the 
House of Commons, “before whom all borrowed greatness 
sinks into insignificance!” “Until time shall be no more,” 
said Lord Brougham, “a test of the progress which our race 
has made in wisdom and virtue will be derived from the vener¬ 
ation paid to the immortal name of Washington.” 

Mr. Winthrop, at the laying of the corner-stone of the 
Washington Monument, said, “Build it to the skies—you 
cannot outreach the loftiness of his principles; found it upon 
the massive and eternal rock—you cannot make it more endur¬ 
ing than his fame ; construct it of the purest Parian marble— 
you cannot make it purer than his life.” 

When Washington consented to act as commander-in-chief, 
it was felt as if the strength of the American forces had been 
more than doubled. Many years later, in 1798, when Wash¬ 
ington, grown old, had withdrawn from public life and was 
living in retirement at Mount Vernon, and when it seemed 
probable that France would declare war against the United 
States, President Adams wrote thus to him, “We must have 
your name, if you will permit us to use it; there will be more 
efficacy in it than in many an army.” 

In the darkest days of our history, there was not a throne in 
Europe that could stand against Washington’s character. In 
comparison with it, the millions of the Rothschilds would have 
looked ridiculous. 

18. Success is Not Money-Getting. —Money-making is not 
the highest success. A man may make millions and be a 
failure still. There should be something in a man’s life 
greater than his occupation or his achievements, grander than 
acquisition, higher than genius, more enduring than fame. 
The world’s greatest characters—the names which nations 
delight to honor—are not those of men whose lives have been 
devoted to amassing wealth. Who can conceive of a Spurgeon, 
a Charles Sumner, a Socrates, a St. Paul, a Martin Luther, an 


13 


Agassiz, a Lincoln, or a George Washington, scheming to 
make money ! Who would attempt to compare money with 
character? 

“I have read,” Emerson says, “that they who have 
listened to Lord Chatham felt that there was something finer 
in the man than anything which he said.” It has been com¬ 
plained of Carlyle that when he has told all his facts about 
Mirabeau, they do not justify his estimate of the latter’s 
genius. Plutarch’s heroes do not, in the record of facts, equal 
their own fame. Sir Philip Sidney and Sir Walter Raleigh 
are men of great figure and of few deeds. We cannot find the 
smallest part of the personal weight of Washington in the 
narrative of his exploit. Plis immense influence was due to 
his character—a reserve force which acts directly by presence, 
and without means. His victories were won by demonstra¬ 
tion of superiority more than by crossing of bayonets. He 
conquered because his arrival altered the face of affairs. His 
very presence in the army was equivalent to many thousand 
more troops. 

19. Summary. —If there is any one power in the world 
that will make itself felt, it is character. There may be 
little culture, slender abilities, no property, no position in 
“society”; yet, if there be character of sterling excellence, 
it will command influence and secure respect. 


HOME AS AN EDUCATOR. 

20. Home the School of Character. —If the individual 
stands so much in need of education, much more so does 
the home, for home is the first and most important school 
of character. It is there that every human being receives 
his best moral training or his worst; for it is there that he 
imbibes those principles of conduct which endure through 
manhood and cease only with life. 

“The mill streams that run the clappers of the world arise 
in solitary places,” says Sir Arthur Helps. 


14 


In the course of a conversation with Madame Carnpan, 
Napoleon Bonaparte remarked, “The old systems of instruc¬ 
tion seem to be worth nothing ; what is yet wanting in order 
that the people should be properly educated?” “ MOTHERS,” 
replied Madame Carnpan. The reply struck the emperor. 
“Yes !” said he, “ here is a system of education in one word. 
Be it your care, then, to train up mothers who shall know how 
to educate their children.” 

21. Home the Cradle of Law. —It is a common saying 
that “Manners make the man,” and there is a second, that 
“ Mind makes the man” ; but truer than either is a third, that 
“Home makes the,man.” For the home training includes 
not only manners and mind, but character. It is mainly in 
the home that the heart is opened, the habits formed, the 
intellect awakened, and character molded for good or for 
evil. 

From that source, be it pure or impure, issue the principles 
and maxims that govern society. Law itself is but the reflex 
of homes. The tiniest bits of opinion sown in the minds of 
children in private life afterwards issue forth to the world, and 
become its public opinion ; for nations are gathered out of 
nurseries, and they who hold the leading strings of children may 
even exercise a greater power than those who wield the reins 
of government. 

“Civic virtues,” says Jules Simon, “ unless they have their 
origin and consecration in private and domestic virtues, are 
but the virtues of the theater. He who has not a loving heart 
for his child cannot pretend to have any true love for 
humanity.” 

22. Home Life Preparatory to Social. — It is the order of 
nature that domestic life should be preparatory to social, 
and that the mind and character should first be formed 
in the home. There the individuals who afterwards form 
society are dealt with in detail, and fashioned one by one. 
From the family they enter life, and advance from boyhood 
to citizenship. Thus the home may be regarded as the most 
influential school of civilization. For, after all, civilization 
mainly resolves itself into a question of individual training; 


15 


and according as the respective members of society are well or 
ill trained in youth, so will the community which they con¬ 
stitute be more or less humanized and civilized. 

23. When Education Should Begin. —The training of 
any man, even the wisest, cannot fail to be powerfully 
influenced by the moral surroundings of his early years. He 
comes into the world helpless, and absolutely dependent upon 
those about him for nurture and culture. From the very first 
breath that he draws, his education begins. When a mother 
once asked a clergyman when she should begin the education 
of her child, then four years old, he replied, “ Madam, if you 
have not begun already, you have lost those four years. From 
the first smile that gleams upon an infant’s cheek, your 
opportunity begins.” But even in this case the education had 
already begun ; for the child learns by simple imitation, 
without effort, almost through the pores of the skin. “A 
fig-tree looking on a fig-tree becometh fruitful,” says the 
Arabian proverb. And so it is with children ; their first great 
instructor is example. 

24. Lasting Influence of Home. —However apparently 
trivial the influences which contribute to form the character of 
the child, they endure through life. The child’s character is 
the nucleus of the man’s ; all after-education is but super¬ 
position ; the form of the crystal remains the same. Thus the 
saying of the poet holds true in a large degree, “The child is 
father of the man” ; or, as Milton puts it, “The childhood 
shows the man, as morning shows the day.” Those impulses 
to conduct which last the longest and are rooted the deepest, 
always have their origin near our birth. It is then that the 
germs of virtues or vices, of feelings or sentiments, which 
determine the character for life, are first implanted. 

25. The Infant’s Progress in Knowledge. —The child is, 
as it were, laid at the gate of a new world, and opens his 
eyes upon things all of which are full of novelty and wonder¬ 
ment. At first it is enough for him to gaze ; but by and by he 
begins to see, to observe, to compare, to learn, to store up 
impressions and ideas; and under wise guidance the progress 


which he makes is really wonderful. Lord Brougham has 
observed that between the ages of eighteen and thirty months, 
a child learns more of the material world, of his own powers, 
of the nature of other bodies, and even of his own mind and 
other minds, than he acquires in all the rest of his life. The 
knowledge which a child accumulates, and the ideas generated 
in his mind, during this period are so important that, if we 
could imagine them to be afterwards obliterated, all the learn¬ 
ing of a senior wrangler at Cambridge, or of a first-classman at 
Oxford, would be as nothing to it, and would literally not 
enable its object to prolong his existence for a week. 

26. Impressionable Nature of Children. —-It is in child¬ 
hood that the mind is most open to impressions, and ready 
to be kindled by the first spark that falls into it. Ideas 
are then caught quickly and live lastingly. Thus Scott is said 
to have received his first bent toward ballad literature from 
his mother’s and grandmother’s recitations in his hearing, long 
before he himself had learned to read. Childhood is like a 
mirror, which reflects in after-life the images first presented to 
it. The first thing continues forever with the child. The first 
joy, the first sorrow, the first success, the first failure, the first 
achievement, the first misadventure, paint the foreground 
of his life. 

27. Influence of Environment. —All this time, too, the 
training of the character is in progress—of the temper, the 
will, and the habits—on which so much of the happiness of 
human beings in after-life depends. Although man is endowed 
with a certain self-acting, self-helping power of contributing to 
his own development, independent of surrounding circum¬ 
stances, and of reacting upon the life around him, the bias 
given to his moral character in early life is of immense impor¬ 
tance. Place even the loftiest-minded philosopher in the midst 
of daily discomfort, immorality, and vileness, and he will 
insensibly gravitate towards brutality. How much more 
susceptible is the impressionable and helpless child amidst 
such surroundings ! It is not possible to rear a kindly nature, 
sensitive to evil, pure in mind and heart, amidst coarseness, 
discomfort, ignorance, and impurity. 


17 


Thus homes, which are the nurseries of children who grow 
up into men and women, will be good or bad according to the 
power that governs them. When the spirit of love and duty 
pervades the home—when head and heart bear rule wisely 
there—when the dai 1 life is honest and virtuous—when the 
government is sensible, kind, and loving—then we may expect 
from such a home an issue of healthy, useful, and happy 
beings, capable, as they gain the requisite strength, of follow¬ 
ing the footsteps of their parents, of walking uprightly, 
governing themselves wisely, and contributing to the welfare 
of those about them. 

On the other hand, if surrounded by ignorance, coarseness, 
and selfishness, they will unconsciously assume the same 
character, and grow up to adult years, rude, uncultivated, and 
all the more dangerous to society if placed amidst the mani¬ 
fold temptations of what is called civilized life. “ Give your 
child to be educated by a slave,” said an ancient Greek, 
“ and, instead of one slave, you will then have two.” 

28. The Child an Imitator. — The child cannot help 
imitating what he sees. Everything is to him a model—of 
manner, of gesture, of speech, of habit, of character. “For 
the child,” says Richter, “the most important era of life is 
that of childhood, when he begins to color and mold himself 
by companionship with others. Every new educator effects 
less than his predecessor, until at last, if we regard all life as 
an educational institution, a circumnavigator of the world is 
less influenced by all the nations he has seen than by his 
nurse.” Models are, therefore, of every importance in molding 
the nature of the child ; and, if we would have fine characters, 
we must necessarily place before them fine models. Now, the 
model most constantly before every child’s eye is the mother. 

29. The Mother’s Example. —“One good mother,” said 
George Herbert, “ is worth a hundred schoolmasters. In 
the home she is ‘ loadstone to all hearts, and loadstar to 
all eyes.’ Imitation of her is constant—imitation, which 
Bacon likens to a ‘globe of precepts.’” But example is far 
more than precept. It is instruction in action. It is teaching 
without words, often exemplifying more than tongue can 


18 


teach. In the face of bad example, the best of precepts are of 
but little avail. The example is followed, not the precepts. 
Indeed, precept at variance with practice is worse than use¬ 
less, inasmuch as it only serves to teach the most cowardly of 
vices—hypocrisy. Even children are judges of consistency, 
and the lessons of the parent who says one thing and does the 
opposite are quickly seen through. The teaching of the friar 
was not worth much who preached the virtue of honesty with 
a stolen goose in his sleeve. 

30. Power of Example.— By imitation of acts, the char¬ 
acter becomes slowly and imperceptibly, but at length decid¬ 
edly, formed. The several acts may seem in themselves trivial; 
but so are the continuous acts of daily life. Like snowflakes, 
they fall unperceived ; each flake added to the pile produces 
no sensible change, and yet the accumulation of snowflakes 
makes the avalanche. So do repeated acts, one following 
another, at length become consolidated in habit, determine 
the action of the human being for good or for evil, and, in a 
word, form the character. 

31. The Mother and Father as Educators. —Woman, above 
all other educators, educates humanely. Man is the brain, but 
woman is the heart of humanity; he its judgment, she its 
feeling; he its strength, she its grace, ornament, and solace. 
Even the understanding of the best woman seems to work 
mainly through her affections. And thus, though man may 
direct the intellect, woman cultivates the feelings, which 
mainly determine the character. While he fills the memory, 
she occupies the heart. She makes us love what he can only 
make us believe, and it is chiefly through her that we are 
enabled to arrive at virtue. 

32. St. Augustine’s Debt to His Mother. —The respec¬ 
tive influences of the father and mother on the training and 
development of character are remarkably illustrated in the 
life of St. Augustine. While Augustine’s father, a poor free¬ 
man of Thagaste, proud of his son’s abilities, endeavored to 
furnish his mind with the highest learning of the schools, and 
was extolled by his neighbors for the sacrifices he made with 
that object “beyond the ability of his means,” his mother, 


19 


Monica, on the other hand, sought to lead her son’s mind in 
the direction of the highest good, and with pious care coun¬ 
seled him, entreated him, advised him to chastity, and, amid 
much anguish and tribulation, because of his wicked life, 
never ceased to pray for him until her prayers were heard and 
answered. Thus her love at last triumphed, and the patience 
and goodness of the mother were rewarded, not only by the 
conversion of her gifted son, but also of her husband. Later 
in life, and after her husband’s death, Monica, drawn by her 
affection, followed her son to Milan, to watch over him ; and 
there she died, when he was in his thirty-third year. But it 
was in the earlier period of his life that her example and 
instruction made the deepest impression upon his mind, and 
determined his future character. 

33. Home the Best of Schools. —The good home is thus 
the best of schools, not only in youth but in age. There 
young and old best learn cheerfulness, patience, self-control, 
and the spirit of service and duty. Izaak Walton, speaking of 
George Herbert’s mother, says she governed her family with 
judicious care, not rigidly nor sourly, “but with such a sweet¬ 
ness and compliance with the recreations and pleasures of 
youth, as did incline them to spend much of their time in her 
company, which was to her great content.” 

The home is the true school of courtesy, of which woman 
is always the best practical instructor. “Without woman,” 
says the Provencal proverb, “men were but ill-licked cubs.” 
Philanthropy radiates from the home as from a center. “To 
love the little platoon we belong to in society,” said Burke, 
“is the germ of all public affections.” The wisest and the 
best have not been ashamed to own it to be their greatest joy 
and happiness to sit “ behind the heads of children” in the 
inviolable circle of home. A life of purity and duty there, is 
not the least effectual preparative for a life of public work and 
duty ; and the man who loves his home will not the less fondly 
love and serve his country. 

34. Dangers of Home. —But while homes, which are the 
nurseries of character, may be the best of schools, they may 
also be the worst. Between childhood and manhood how 


20 


incalculable is the mischief which ignorance in the home lias 
the power to cause ! Between the drawing of the first breath 
and the last, how vast is the moral suffering and disease 
occasioned by incompetent mothers and nurses! Commit a 
child to the care of a worthless, ignorant woman, and no 
culture in after-life will remedy the evil you have done. Let 
the mother be idle, vicious, and a slattern ; let her home be 
pervaded by caviling, petulance, and discontent, and it will 
become a dwelling of misery—a place to fly from, rather than 
to fly to ; and the children whose misfortune it is to be brought 
up there will be morally dwarfed and deformed—the cause of 
misery to themselves as well as to others. 

35. Napoleon Bonaparte’s Mother. — Napoleon Bona¬ 
parte was accustomed to say that “the future good or bad 
conduct of a child depended entirely on the mother.” He 
himself attributed his rise in life in a great measure to the 
training of his will, his energy, and his self-control, by his 
mother at home. “Nobody had command over him,” says 
one of his biographers, “except his mother, who found means, 
by a mixture of tenderness, severity, and justice, to make him 
love, respect, and obey her ; from her he learned the virtue of 
obedience.” 

A curious illustration of the dependence of the character of 
children on that of the mother incidentally occurs in one of 
Mr. Tufnell’s school reports. The truth, he observes, is so 
well established that it has even been made subservient to 
mercantile calculation. “I was informed,” he says, “in a 
large factory, where many children were employed, that the 
managers before they engaged a boy always inquired into the 
mother’s character, and if that was satisfactorv thev were 
tolerably certain that her children would conduct themselves 
creditably.” * 

36. George Washington’s Mother.—George Washington 
was only eleven years of age—the eldest of five children— 
when his father died, leaving his mother a widow. She was a 
woman of rare excellence—full of resources, a good woman of 

* Mr. Tufnell, in “ Keports of Inspectors of Parochial School Unions in 
England and Wales” (1850). 


business, an excellent manager, and possessed of much strength 
of character. She had her children to educate and bring up, a 
large household to govern, and extensive estates to manage, all 
of which she accomplished with complete success. Her good 
sense, assiduity, tenderness, industry, and vigilance enabled 
her to overcome every obstacle ; and, as the richest reward of 
her solicitude and toil, she had the happiness to see all her 
children come forward with a fair promise into life, filling the 
spheres allotted to them in a manner equally honorable to 
themselves and to the parent who had been the only guide of 
their principles, conduct, and habits. 

37. Other Examples.—Among statesmen, lawyers, and 
divines, we find marked mention made of the mothers of Lord 
Chancellors Bacon, Erskine, and Brougham—all women of 
great ability, and, in the case of the first, of great learning—as 
well as of the mothers of Canning, Curran, and President 
Adams, and of Herbert, Paley, and Wesley. Lord Brougham 
speaks in terms almost approaching reverence of his grand¬ 
mother, the sister of Professor Robertson, as having been 
mainly instrumental in instilling into his mind a strong desire 
for information, and the first principles of that persevering 
energy in the pursuit of every kind of knowledge which 
formed his prominent characteristic throughout life.* 


EDUCATION AND NATIONAL 

CHARACTER. 


38. Citizenship and Education. —L T nder a popular form 
of government, such as that of the United States of America, 
where the citizen is sovereign, citizenship ivithout education, is 
a menace to the nation, an incumbrance to its advancement, 
and a hindrance to its prosperity ; while citizenship, with 
education, is the republic’s strength and security, its glory, 
its supremacy, and its unconquerable defense. 


* Samuel Smiles; “Character.” 



“A sound moral force which makes for the permanence of 
our institutions,” says President Eliot, “ is universal education. 
This is a new force in the world, not in action in any land 
before this century. None of the republics that have died has 
had anything more than a small educated class. The masses 
of their people grew up and lived in crassest ignorance. The 
great change in regard to the education of the people which 
the present century has witnessed is not confined to mere 
primary instruction. That primary instruction is of course 
the most widely diffused, and imparts to the masses the art of 
reading, which is the principal vehicle for the subsequent 
cultivation of the intelligence. Beyond this primary instruc¬ 
tion about 5 per cent, of all the children of the United States 
receive the more elaborate training of secondary schools and 
normal schools. Of this 5 per cent, a fair proportion attend 
colleges and universities. This attainment of secondary, or 
higher, instruction by one child in twenty in the United States 
is quite as novel a social fact as the attainment of primary 
instruction by the other nineteen. Universal suffrage prolongs 
in the United States the effect of universal education ; for it 
stimulates all citizens, throughout their lives, to reflect on 
problems outside the narrow circle of their private interests 
and occupations, to read about public questions, to discuss 
public characters, and to hold themselves ready in some degree 
to give a rational account of their political faith. The duties 
of republican citizenship, rightly discharged, constitute in 
themselves a prolonged education, which effectively supple¬ 
ments the work of schools and colleges.” 

39. The Source of Greatness.— Nations are not to be 
judged by their size any more than individuals : 

“ It is not growing like a tree 
In bulk, doth make Man better be.” 

For a nation to be great, it need not necessarily be big, though 
bigness is often confounded with greatness. A nation may be 
very big in point of territory and population, and yet be devoid 
of true greatness. The people of Israel were a small people, 
yet what a great life they developed, and how powerful the 
influence they have exercised on the destinies of mankind ! 
Greece was not big; the entire population of Attica was less 


than that of South Lancashire. Athens was less populous than 
New York ; and yet how great it was in art, in literature, in 
philosophy, and in patriotism ! 

40. The Weakness of Athens. —But it was the fatal weak¬ 
ness of Athens that its citizens had no true family or home life, 
while its freemen were greatly outnumbered by its slaves. Its 
public men were loose, if not corrupt, in morals. Its women, 
even the most accomplished, were unchaste. Hence, its fall 
became inevitable, and was even more sudden than its rise. 

41. The Cause of Rome’s Downfall. —In like manner, the 
decline and fall of Rome was attributable to the general cor¬ 
ruption of its people, and to their engrossing love of pleasure 
and idleness—work, in the latter days of Rome, being regarded 
as fit only for slaves. Its citizens ceased to pride themselves 
on the virtues of character of their great forefathers ; and the 
empire fell because it did not deserve to live. And so the 
nations that are idle and luxurious—that “ will rather lose a 
pound of blood,” as old Burton says, “ in a single combat, than 
a drop of sweat in any honest labor”—must inevitably die out, 
and laborious, energetic nations take their place. 

42. Louis XIV and the Dutch. —When Louis XIV asked 
Colbert how it was that, ruling so great and populous a country 
as France, he had been unable to conquer so small a country 
as Holland, the minister replied, ‘‘ Because, sire, the greatness 
of a country does not depend upon the extent of its territory, 
but on the character of its people. It is because of the 
industry, the frugality, and the energy of the Dutch that your 
majesty has found them so difficult to overcome.” 

43. Spinola and Richardet. —It is also related of Spinola 
and Richardet, the ambassadors sent by the King of Spain to 
negotiate a treaty at The Hague in 1608, that one day they saw T 
some eight or ten persons land from a little boat, and, sitting 
down upon the grass, proceed to make a meal of bread-and- 
cheese and beer. “Who are those travelers?” asked the 
ambassadors of a peasant. “ Those are our wmrshipful masters, 
the deputies from the States,” w T as his reply. Spinola at once 
whispered to his companion, “We must make peace; these 
are not men to be conquered.” 


24 


44. Stability of Institutions Depends on Stability of 
Character. —In fine, stability of institutions must depend on 
stability of character. Any number of depraved units cannot 
form a great nation. The people may seem to be highly 
civilized, and yet be ready to fall to pieces at the first touch of 
adversity. Without integrity of individual character, they can 
have no real strength, cohesion, or soundness. They may be 
rich, polite, and artistic, and yet hovering on the brink of ruin. 
If living for themselves only, and with no end but pleasure— 
each little self his own little god—such a nation is doomed, and 
its decay is inevitable. 

45. Individual Character a National Safeguard —When 
national character ceases to be upheld, a nation may be 
regarded as next to lost. When it ceases to esteem and 
practice the virtues of truthfulness, honesty, integrity, and 
justice, it does not deserve to live. And when the time arrives 
in any country when faction so infatuates the people that honor, 
order, obedience, virtue, and loyalty have seemingly become 
things of the past, then, amidst the darkness, when honest men— 
if, haply, there be such left—are groping about and feeling for 
one another’s hands, their only remaining hope will be in the 
restoration and elevation of individual character; for by that 
alone can a nation be saved ; and, if character be irrecoverably 
lost, then indeed there will be nothing left worth saving. 

46. Why America Overcame Spain.—Admiral Erben’s 
phrase, “the man behind the gun,” has come to be accepted 
as the explanation of the extraordinary efficiency which 
brought the Oregon through fourteen thousand miles of sea 
and carried her into action without the delay of a day for 
repairs; which has maneuvered fleets in perilous circum¬ 
stances, in hostile harbors, along rocky coasts, without a 
single accident; which has never lost an opportunity or 
missed the purpose of the enemy ; which has made every 
gun deadly, not only in accuracy of aim, but in rapidity of 
discharge. 1 Intelligence so swift and sure has commanded the 
instant recognition of naval experts the world over, and it is 
now freely conceded that, ship for ship and gun for gun, the 
American navy has no equal. 


25 


47. “The Man Behind the Gun.”,—This superiority is not 
due to better armor, heavier guns, and more thorough equip¬ 
ment ; it is due to the man behind the gun. War still has its 
chances, but it has become mainly a contest of skill. The 
men on the American ships are not braver than the men on 
the Spanish ; the Spaniard is as ready to go to the bottom as 
the American—he seems to be even more indifferent to death. 
But the American is a trained man and the Spaniard is not; 
the American has been educated to do his work, not only 
courageously, but with the utmost effectiveness ; the Spaniard 
does his work no better than he did it on the Armada. He 
knows how to die, but he does not know how to live ; and so, 
for four centuries, men of English blood have outsailed, out- 
maneuvered, and outdone him with shot and shell. 

48. Knowledge Versus Ignorance. —The man behind the 
gun made the victories of Manila and Santiago, on sea and 
land, possible; but what made the man? Education made 
him. This is not a war of arms, but of training ; it is knowl¬ 
edge against ignorance, skill against incompetence. Behind 
the American is the school, and the school has been the 
real victor in these brilliant exploits. Behind the American 
soldier and sailor stand West Point and Annapolis—true 
nurseries of trained men. The pernicious idea that one man 
is as good as another, no matter what differences of training 
exist between them, has never received a more crushing blow 
than in the history of this war. Match man against man, 
other things being equal, and the trained man holds success 
in the hollow of his hand.* 

49. Training as Well as Courage Necessary. —Courage, 
character, health, readiness to work, are all essential to suc¬ 
cess ; but without specific skill in doing a specific thing they 
leave a man as ineffective as a locomotive that is derailed. 
The pluck of the men on our ships is magnificent ; but it was 
not pluck that destroyed the Spanish fleet in the harbor of 
Manila, and in that hot chase along the southern coast of Cuba— 

* At the outbreak of hostilities with Spain, The International Correspond¬ 
ence Schools, of Scranton, Pa., had, on an average, from twenty to twenty- 
five students on board every man-of-war in the service of the United States. 



it was gunnery training at Annapolis and gunnery practice on 
the high seas. American alertness and readiness are very 
effective qualities, but they cannot rain balls with unerring 
accuracy on the decks of a flying ship at a distance of a mile 
and a half. That deadly certainty of reach and force was 
gained by long, patient, wearisome drill—the dull drudgery 
of practice against the monotony of which the American 
temperament so often revolts. Reinforce American alertness 
with the skill of eye, hand, and brain—which comes from 
infinite patience in practice—and you secure the man of skill 
trained to succeed under all conditions ; leave the American 
alertness undisciplined, and you produce the man who may 
succeed if conditions are favorable. The future belongs to the 
most thoroughly educated race ; for education is the key to 
the wisest use of the materials and processes of nature and 
of life. 

50. Training and Character. —It will be said, however, 
that character rather than training is the key to success on 
land and sea; but what is character but the final result of 
educational processes? Back of the sailors and soldiers in both 
armies and both navies are the people from whom they are 
drawn ; and the differences between these peoples are largely 
differences of educational opportunity. In Spain, repression 
of individual energy, suppression of individual action, limi¬ 
tation of individual knowledge ; in America, steady encourage¬ 
ment of individual effort, rich reward of individual energy, 
the open door to every kind of knowledge. In Spain, every¬ 
thing is done to suppress individuality ; in America, everything 
is done to encourage it. In Spain, institutional life keeps men 
ignorant; in America, institutional life is a national education. 

51. Political Character the Result of Free Political Life.— 
The political character of the English-speaking peoples is the 
product, in large measure, of the education of a free political 
life. There may be a race instinct at the root of it, but its 
development is the rich result of 1,500 years of constant appeal 
to individual intelligence, energy and effort. Such an education 
goes deep because it is so largely unconscious ; it accumulates 
an immense capital of force. The man born into such an 


educational inheritance starts in life at an immense advantage ; 
for he inherits the aptitudes and opportunities which fit him 
for the most effective use of special training. Behind the man 
at the gun is not only the technical school which makes him 
an expert in its use ; there is also that magnificent school of 
tradition, inheritance, political order, and access to knowledge, 
which give him steadiness, alertness, a quick eye, and an 
organism which is the responsive instrument of his mind. 
First, the man, fashioned by the deepest educational influ¬ 
ences ; second, the gunner, trained to do his work with 
consummate skill—that is the moral of the war. 

52. Greater Efficiency Should Be Our Motto.— He who 
runs may read. The discipline which fits a man to handle a 
gun with such precision and agility that no ship can live 
long under his fire, must be paralleled in every kind of work if 
the great resources of the American continent are to be hus¬ 
banded and the great forces of American character made 
effective. The country needs more and better education in the 
professions, in business, in agriculture, in manufacturing, in 
mining, in finance. It cannot succeed in the tremendous 
competition for commercial supremacy in the modern world, 
nor in the working out of its own destiny, by native sagacity 
and alertness alone ; it must command all the resources of 
science and of technical skill. It must have better educated 
men in its public life, more thoroughly trained men in its 
civil service, more adequately equipped representatives abroad. 

It costs as much to build a modern cruiser of the first class as 
to organize and endow a college ; the cruiser goes the way of 
all things made with hands—the college is imperishable. The 
country needs the cruiser for the present; but it needs still 
more that education which makes the cruiser invincible. The 
brutalities of war cannot outlast the twentieth century ; in the 
nobler rivalries of peace, the school, the college, and the 
university are to be the nurseries of those higher skills and 
successes which enrich and broaden the civilization of the 
race. The future belongs to the nation which learns the truth 
and makes the most of it. * 


* “ Outlook,“ August, 1898. 



53. Greater Hopefulness of Mankind.—Considered in its 
sociological aspects and results, education leads to the Greater 
Hopefulness of Mankind. In recent times serious changes have 
taken place in regard to the highest hopes, aspirations, and 
ideals of mankind. The ideal conceptions have been slowly 
wrought out in the minds of students, philosophers, and 
poets, and have been cherished by the few ; but suddenly, 
within the past two generations, they have found acceptance 
with multitudes of men. This sudden acceptance is the com¬ 
bined result of the rapid progress of scientific knowledge 
during the last fifty years, and of the general ability of the 
people to read. These changes of expectation, aspiration, and 
faith are, of course, only moral forces ; but they are forces 
which, President Eliot declares, greatly affect the sum of 
human happiness, and therefore the stability of the republic. 
“As has already been repeatedly intimated, the stability of 
governments depends largely on the just answer to the ques¬ 
tion, Do they provide the necessary conditions of happy 
human life? The first change of expectation which claims 
attention is the changed sentiment of the people toward what 
is new and therefore untried. The American people, as a rule, 
approach a new object, a new theory, or a new practice, with 
a degree of hope and confidence which no other people 
exhibit. The unknown is to the savage terrible—the dark 
has been dreadful, and evil has always been imagined of it. 
Many highly civilized people have an aversion to things novel ; 
but for us Americans so many new things have proved to be 
good things that we no longer look on what is novel with 
suspicion and distrust. Our continent is new, and has proved 
to be rich ; our machinery is new, and has proved to be use¬ 
ful ; our laws are, many of them, new, but they have proved 
helpful. The people have traversed many wilds and wastes, 
but have passed them with safety, and found good in the 
unexplored and unknown. The untried is therefore for us no 
longer terrible, or, at least, to be suspected. Hope and 
expectation of good spring in our hearts, as never before in 
the hearts of former generations in earlier ages.” 


VALUE OF EDUCATION. 


54. The Value of Education Immeasurable —Education 
lias no value that may be measured by figures, or computed in 
gold. Value, if you can, sight to the blind, speech to the 
speechless, hearing to the deaf, health to the sick, peace of 
conscience to the guilty soul, and, then, you may place an 
estimate on Education. Estimate, if estimated it can be, the 
value of heaven’s dews to earthly verdure ; of heaven’s rains 
to thirsting soil ; of the sun’s genial warmth to growing 
harvest; of relief’s white sail to the wrecked mariner; of 
home’s sweet restfulness to the wandering exile ; and you 
may know something of education’s worth and power. It 
expels darkness, effaces barbarism, generates and refines civi¬ 
lization. It is the security of society ; the buttress of religion ; 
the mother of invention ; the guarantee of law ; and the 
mainstay of those humanizing, elevating, and vitalizing 
influences upon which human progress essentially rests and 
depends. 

55. David Starr Jordan on Education. —Not alone in the 
exercise of civic rights, but in pursuit of success in life’s bitter 
struggles, education is an essential qualification. Hence, we 
find David Starr Jordan, President of the Leland Stanford 
University, California, in “ Care and Culture of Men,” specific¬ 
ally defining the general value of education : 

“Education will do many things for you—if you are made 
of the right stuff; for you cannot fasten a two-thousand-dollar 
education on a fifty-cent boy. The fool, the dude, and the 
shirk come out of college pretty much as they went in. 
The college will not do everything for you. It is simply 
one of the helps by which you can win your way to a noble 
manhood. 

56. Poverty no Barrier. —“But a college education costs 
money, you may say ; I have no money ; therefore, I cannot 


30 

go to college. This is nonsense. If you have health and 
strength you cannot be poor. There is in this country no 
greater luck that a man can have than to be thrown on his 
own resources. The cards are stacked against a rich man’s 
son. Of the many college men who have risen to prominence, 
most of them lacked for money in college. The young men 
who have fought their way, have earned their own money, 
and know what a dollar costs, have the advantage of the rich. 
It is not worth while to be born with a silver spoon in your 
mouth, when an effort will secure a gold one. The time, the 
money that the unambitious young man wastes in trifling 
pursuits or in absolute idleness, will suffice to give the 
ambitious man his education. The rich man’s son may 
wear better clothes. He may graduate younger. But the 
poor man’s son may make up for lost time by greater energy 
and the greater clearness of grit. He has already measured 
swords with the great antagonist, and the first victory is his. 
It is not hard work, but work to a purpose that frees the 
soul. A young man can have no nobler ancestry than one 
made up of men and women who have worked for a living 
and who have given honest work. The instinct of industrj T 
runs in his blood. The industry engendered by the pioneer 
life of the last generation is still in your veins. You must 
make the most of yourselves. If you cannot get an educa¬ 
tion in four years, take ten years. It is worth your while. 
Your place in the world will wait for you until you are ready 
to fill it. 

57. Brain Work and Hand Work. —“ Another thing which 
should not be forgotten is this: A college education is not a 
scheme to enable a man to live without work. Its purpose 
is to help him to work to advantage—to make every stroke 
count. In the rank and file the educated men get the best 
salaries. In every field it is always science that wins the 
game. Brain work is higher than hand work, and it is worth 
more in any market. The man with the mind is the boss, and 
the boss receives a larger salary than the hand whose work he 
directs. 

“Look over this matter carefully, for it is important. Go 
for your education to that school, in whatsoever state and 


31 


country, under whatever name or control, that will serve your 
purpose best, that will give the greater returns for the money 
you are able to spend. Let the school do for you what it can ; 
and when you are in the serious duties of life, let your own 
work and your own influence in the community be ever the 
strongest plea that can be urged in behalf of higher education.” 


EDUCATION AS INSURANCE. 

58. Education a Protection. —How many insure themselves 
and their families against hard times? Times are good now, 
many say. Will they always be as good? Hard times follow 
good. Recent years emphasize the fact that hard times are 
coming oftener and lasting longer. You recognize these facts, 
and ask how can one get insurance in good times to protect 
him and his in bad times? We answer, the only way is to lay 
up a stock of something valuable, which, in the changes of 
fortune, you cannot lose. 

Money you can lose, and property may burn up or slip 
from your hands. There is, however, a treasure which you 
can lay up which cannot burn up or slip from you, and which 
cannot be taken away from you—and that is education. Make 
yourself worth more to your employer, and you will be the 
last one he will lay off. Perfect yourself in your work, and 
when your associates are losing their positions right and left, 
you can laugh at hard times. Master the theory of your trade 
or profession, and, even if your present employer cannot keep 
you, others will want your services. 

The premium you pay for liard-times insurance is the sacri¬ 
fice of spare moments usually passed in idleness or recreation, 
by using them for study. Sure, steady work is what the face 
of the policy gives you. It will pay you well to acquire the 
industrious habits which follow persistent efforts in any direc¬ 
tion, such, for instance, as are required to master one of the 
courses of The International Correspondence Schools, of 
Scranton, Pa. 



The Discipline 
of Education. 


Business 

Culture 


Personal \ 
Culture l 

r 

Social 

Culture \ 

{ 


Punctuality. 

Regularity. 

Obedience. 

Self-Control. 

Concentration. 

System in Arrangement. 
Neatness. 

Physical Care. 

Courtesy. 

Truthfulness. 

Justice. 

Honesty. 


Religious < 
Culture i 


Duty to God and Man. 


EDUCATION AND SUCCESS. 

59. Life a Contest. —Life is a contest—a race you come 
here to prepare to win. If you knew that tomorrow you 
would run a race which, if you should win, would enrich you, 
but, if you should fail, would ruin you, how carefully you 
would look to your training. Every muscle would be developed 
to its highest capacity. If this race were to be run tomorrow, 
at a fixed hour, there should be no trouble in inducing you to 
spend every intervening moment in training. If, in the race 
of life, there is one part of your body, mind, or heart unculti¬ 
vated, untrained, to prompt, efficient action, it will cause you 
to fail, just as surely as a chain breaks at its weakest link. 
The race is at hand—are you prepared for the arena? 

We are living, we are dwelling 
In a grand and awful time— 
r 11 an age on ages telling, 

To be living is sublime. 

60. Professor Huxley’s Illustration. —Professor Huxley 
beautifully illustrates the importance of an education in this 
manner. He says, “ Suppose it were perfectly certain that the 
life and fortune of every one of us would one day or other 




depend upon his winning or losing a game at chess. Don’t 
you think we should all consider it a primary duty to learn at 
least the names and moves of the pieces ? to have a notion of 
the gambit, and a keen eye for all the means of giving and 
getting out of check? Do you not think we should look with 
disapprobation amounting to scorn on the father who would 
permit his son, or the state which permitted its members, to 
grow up without knowing a pawn from a knight ! Yet it is a 
very plain and elementary truth that the life, the fortune, the 
happiness of every one of us, and more or less of those connected 
with us, to depend upon our knowing something of a game 
infinitely more difficult and complicated than chess. 

“It is a game which has been played for ages, every man 
and woman being one of two players in a game of his or her 
own. 

“ The chess-board is the world, the pieces the phenomena of 
the universe, the rules of the games are what we call the laws 
of nature, the player on the other side is hidden from us. We 
know that this player is always fair, just, and patient. But, 
as we know to our cost, he never overlooks a mistake, nor 
makes the slightest allowance for ignorance. 

61. The Reward of the Successful.—“To the man who 
plays well the highest stakes are paid, with that overflowing 
generosity with which the strong delight to show their 
strength. He who plays ill is checkmated without haste, but 
without remorse. What we mean by education is learning the 
rules of this mighty game—in other words, the instruction of 
the intellect in the laws of nature, under which some would 
include, not merely things and their force, but men and their 
ways, and the fashioning of the affections and the will into 
an earnest and loving desire to move in harmony with those 
laws. Is it not a startling thought that the world will make 
no allowance for either our mistakes or our ignorance ? Suc¬ 
cess is not what we have attempted, but what we have attained. 
Every item of knowledge which you might have attained and 
did not, will tend to your overthrow. The world will hold you 
accountable for your possibilities. Perhaps what you fail to 
attain today would have been the stepping stone toward 
advancement in after life. Hence, your best, today.” 


34 


62. What is Success ?—There is among young people an 
idea that it does not matter whether or not a man is educated. 
You have probably known a few uneducated men who have 
made money. The same men might or might not have made 
more money had they been educated. But, of all successes, a 
moneyed success gives the least satisfaction. A rich banker 
visited his poor brother, who was surrounded by a bright, 
educated, well trained family, each member of which was 
anxious to carry a proper share of the load, each ready to 
strike out and to take an honorable place in life. The banker, 
remembering his own luxurious home and useless boys, said, 
“Brother, I am poor, you are rich. Your life is a success; 
mine a failure.” Great wealth, in giving time and means for 
culture, often enriches life, but just as often it warps the facul¬ 
ties until they become mere money-making machines, and 
develops “ Man’s inhumanity to man.” That man only is a 
success who attains his highest possibilities, socially, intel¬ 
lectually, and morally. Mr. Crafts, in “The Successful Man 
of Today” says that, “out of seventy of the foremost men of 
American politics, cabinet officers, congressmen, and governors 
who have attained a national reputation, thirty-seven are col¬ 
lege graduates, five more had part of a college course, while 
twenty-eight only did not go to college at all. Only one young 
man in five hundred goes to college, yet college men furnish 
four-sevenths of our distinguished men. It follows, then, that 
a collegian has seven hundred and fifty times as many chances 
of attaining eminence as other young men. Yet no man has a 
right to be discouraged because he cannot obtain all he wants 
in education. Remember the other three-sevenths.” There 
is no difficulty that the strong soul cannot, in some measure, 
conquer. Success is to do the best of which you are capable. 

63. The Elements of Success.—If you wanted a public 
office from your county or state, you would at once take the 
necessary steps to obtain it. You would find out the requisites 
of success, and then you would do your best to fulfil the 
conditions. You all no doubt desire success in life. You can 
have it, if you comply with the requirements. Given a fine 
body, good health, and ordinary brains, the elements of 
success are knowledge, energy, industry, and integrity. You 


35 


can have all of these by beginning here and now. A shoe¬ 
maker, be he ever so upright, industrious, and energetic, if he 
lacks the knowledge how to make a good shoe, will not 
succeed. But the knowledge how to make a good shoe, if he 
also has a knowledge of books and men, along with the other 
three qualities, will make him a manufacturer, capable of giv¬ 
ing employment to many, and benefiting his community. 
This is equally true of the premier. Young men sometimes 
think that, because they intend to be farmers, mechanics, or 
merchants, they do not need an education. This is a mistake. 
Hard labor, directed by a trained brain, will surely conquer 
success sooner than ignorant hand labor. If you inquire of 
any uneducated man, who by sheer force has attained success, 
he will assure you that success would have come sooner, would 
have been greater, and of more worth to him when attained, if 
he had possessed an education. You have never heard any 
one regret knowing too much. Industry is the outward mani¬ 
festation of energy. Knowledge can make no success without 
industry. There is no better place to cultivate it than the 
schoolroom. If, when a hard lesson comes, you take no help, 
if you stick to it until you fully understand it, you have done 
something to cultivate energy and industry. 

64. Garfield.—When Garfield was ready to leave his Ohio 
home for college, some one asked him what he intended 
making of himself. He answered: “I shall just make a 
good man of myself; then what will, may follow.” One must 
be to himself both master and slave. The master must 
force the lazy side of your nature to do his duty. “Be 
hard on yourself and the world will be easy on you” is a 
Chinese proverb. 

65. Opportunities for the Industrious.—Gather the bricks 
and straw of knowledge, that you may build later in life. If 
energy and industry are directed by knowledge and good judg¬ 
ment, can you not see that the way must be open? Be true to 
your highest; do not trifle on the way—there is no such thing 
as making up lost time. He who is false to present duty, 
breaks a thread in the loom, though he may not discover the 
flaw for years after. 


36 


There is an oriental story of an enchanted hill on whose 
summit was concealed an object of great value* It was offered 
to any one who would ascend the hill without looking back. 
Disobedience to the conditions changed the too curious victims 
into stone. Many a noble youth, allured by this hidden prize, 
ventured up the hill, but before reaching the top yielded to 
temptation, and stood ever after like adamant, gazing with 
stony eye on the path he had trodden. It is a good 
illustration. There is a prize at the top for the student who 
looks not back, who fails not in each day’s duties, who calls 
the best qualities of his nature to the surface. 

66. Integrity. —But there is one more element of success 
without which knowledge and energy lead the possessor of the 
other qualities to destruction as surely as an engine under a 
full power of steam rushes to swift disaster without the guiding 
hand of the engineer. It is integrity. The more ability you 
have as a bad man, the worse for yourself, and the worse for 
the community. Did you ever force yourself to answer the 
question, “What kind of a man (or woman) will I be?” 
That question is being daily settled. In a great measure you 
will be then what you are now. How do you measure up, now, 
with the noblest character you know? Integrity means integ¬ 
rally correct—correct in principle. Buckminster says, “The 
moral grandeur of independent integrity is the sublimest thing 
in nature, before which the pomp of Eastern magnificence and 
the splendor of conquest are odious as well as perishable.” 

67. The Discipline of Adversity —Some fret because they 
have not as much money as their neighbors. Thank God for 
giving poverty as a training. If Lincoln or Grant had been 
of rich families, would they have filled out their entire pos¬ 
sibilities? It is the hardening of the muscle of labor, the 
planning, the economy, the heavy mental lifting, which will 
make you strong, intellectually and physically. Who are the 
general managers of our long lines of railroads ? Who are the 
great engineers that tunnel mountains and put railroads under 
the sea? Who are the leading statesmen, generals, lawyers, 
doctors, and clergymen? Are they the sons of rich men? 
They are men whose boyhood was strengthened by the dis- 


37 


cipline of poverty. Among women, who are great writers of 
prose and poetry ? Who are the great correspondents, public 
speakers, teachers, and physicians ? They are those who have 
been the thoughtful, earnest, poor girls, who have had neither 
time, means, nor inclination to devote their best thought to 
jewelry and clothes. God makes no mistakes. If you are to 
teach, you must learn. Joseph’s stormy youth, through the 
pit, through slavery, through slander, and a prison, led to 
the premiership of the leading nation then on earth. Take 
care of your health, of your morals, of your minds. Thank 
God you have the inspiration which comes from the necessity 
of making your own living. Let no impurity enter your life. 
A vile story will soil your soul more than an oath. When 
morning draws back the curtains of night and shows you a 
world exuberant with life, let it awaken your energies to new 
thought, new inspiration, new duty. Stagger not at difficul¬ 
ties ; make opportunities. 

The busy world shoves angrily aside 
The man who stands, with arms akimbo set, 

Until occasion tells him what to do ; 

And he who waits to have his task marked out 
Shall die and leave his errand unfulfilled. 

68. The Discipline of Self-Control. —To control others you 
must control yourself. It was said of Grant that he was 
equally calm, self-reliant, and imperturbed by the sight of 
breaking squadrons in defeat, or by the adulation of a nation 
on the entrance of his returning victorious army into Washing¬ 
ton. Commodore Perry, speaking to the students of Antioch 
College, told this anecdote He said: “Some twenty-five 
years ago, I was carelessly walking on the levee of a city on 
the Adriatic. A short distance from the shore lay a man-of-war 
at anchor. I called an oarsman to me, and had him take me 
out to the vessel. I saw no one on board, but, by a rope 
hanging over the side, I went on deck, hand over hand. I paid 
the oarsman and told him to return for me in an hour. I 
wandered over the beautiful ship, admiring its guns, its keep¬ 
ing, its admirable appointments, and its excellent manage¬ 
ment, shown by its condition. At the end of my tour, I began 
looking for my oarsman ; just then I discovered a door on my 
right. I opened it, and in that room sat thirty-two boys. I 


38 



had been there an hour and had not heard stir enough to show, 
that so much as a bird was alive on that boat. The youngest 
cadet came to the door and welcomed me with his cordial 
military salute. I said to him, ‘Boy, where is your leader?’ 
‘Gone ashore, sir.’ ‘Do you keep absolute order when he is 
gone?’ ‘ Certainly, sir.’ Then passing to the front I said to 
one of the older boys, ‘ Young man, why do you act so differ¬ 
ently from the other boys. Are you afraid of being punished? ’ 
The cadet rose to his feet. ‘ Sir,’ said he, ‘ you see before you 
thirty-two cadets ; we all expect to govern others in our future 
work ; the first element of a good governor is self-government. 
Sir, we are practicing that.’ ” The commodore added, “That 
was twenty-five years ago. In the providence of God, none 
of these young men have been called to eternity. I will now 
read you their names,” and the audience recognized in each 
man a name famous in the navies of Great Britain, Germany, 
France, or America. Now, these lads had not only kept 
silence; that mastery of self made them victorious over 
temper, bad habits, and all depraved tastes. They were men 
in soul as well as body. Truly, “he that ruletli his spirit is 
greater than he that taketh a city.” 

69. The Power of Purpose. —The invincible purpose mas¬ 
ters circumstances, a result which talents cannot attain. A 
one-talent person, with a lofty aim, will accomplish more than 
a ten-talent one without it. While the latter scatters and dis¬ 
sipates his physical, mental, and moral powers, the former 
gathers them into a mighty force, and sends them like an 
arrow to the mark. He hits and the other misses. An irre¬ 
pressible resolution has the right of way always, and the great 
multitudes fall back to let it pass. It scarcely knows the 
impossible; if Alps on Alps arise, it swears, “There shall be 
no Alps.” Its words become “half battles,” like Luther’s. 
“I will take it or die,” answered Wolfe, when asked if he 
could capture Quebec. “Right about, face,” cried Sheridan 
to his retreating army, and hurled them against the foe with 
victorious power. “I will fight it out on this line if it takes 
all summer,” exclaimed Grant, on his way to Richmond. Here 
was purpose, irrepressible, defiant, mighty, next to almighty 
—such purpose as never drifts, but steers straight into port. 


30 


70. Pitt’s Illustrious Example. —Smiles has been criticized 
adversely for his definition of invincible purpose, but he is 
right. He says, “To think we are able is almost to be so ; to 
determine upon attainment itself.” Thus, earnest resolution 
has often seemed to have about it the savor of “omnipotence.” 
The old maxim is, “Think you can, and you can.” Emerson 
said, “Good luck is another maxim for tenacity of purpose.” 
William Pitt resolved in his boyhood to win a seat in the 
British Parliament, and every fiber of his being became alive 
with the purpose. Friends besought him to make a career 
worthy of his illustrious father, and his soul expanded and , 
achieved wonders under the power of that idea. No hardship 
was too great, no sacrifice too exacting, no study too irksome, 
and no labor too forbidding for his conquering spirit. His was 
a triumphal march through the fields of literature, over the 
hills of science, and into the realm of wise statesmanship. 
He passed directly from college to the House of Commons. In 
a single year he rose to. be Chancellor of the Exchequer; in 
two years he became Prime Minister of England, and from 
that moment his reign of influence and power was phenomenal. 
For a quarter of a century he was the power behind the throne 
of Britain, never relaxing his grip of political supremacy for 
love, wealth, learning, or religion, and never knowing defeat, 
nor even temporary disappointment, from the beginning to the 
end of his remarkable career. He was the most influential 
and famous man in Great Britain before the dew of youth was 
wiped from his forehead. Purpose did it. 

71. Lincoln and Garfield.—Take, for instance, the cases of 
Presidents Lincoln and Garfield. Both of these statesmen 
were born in log cabins, built by their fathers, in the wilder¬ 
ness, for family homes. Both were poor as mortals can well be. 
Both were born with talents of the highest order; but neither 
enjoyed early advantages of schools and teachers. At eight 
years of age Lincoln lost his mother; and when Garfield was 
eighteen months old he lost his father. Both worked on a 
farm, chopped wood, and did whatever else was needful for a 
livelihood, when eight years of age. Both improved every 
leisure moment in study and reading. Both read all the books 
that could be borrowed for miles around; and each was 


40 


known, in his township and time, as a boy of remarkable 
mental ability and promise. Both of them early displayed 
great tact and energy, turning a hand to any kind of labor— 
farming, chopping, teaming, carpentering. In his youth, 
Lincoln ran a flatboat down the Ohio and Mississippi River to 
New Orleans, eighteen hundred miles, on a trading expedi¬ 
tion ; Garfield, at about the same age, served on a boat of 
the Ohio and Pennsylvania Canal, driving mules, and acting 
as steersman. Both were well known for their industry, 
tact, perseverance, integrity, courage, economy, thoroughness, 
punctuality, decision, and benevolence. Both taught school 
in the backwoods as soon as they knew enough to teach. 
Each of them studied law when pursuing another vocation for 
a livelihood—Lincoln a surveyor, and Garfield a teacher. 
Each became a member of the legislature in his native State 
before thirty years of age. Both served the country in war 
when about the same age—Lincoln in the “Black Hawk 
War,” and Garfield in the “War of the Rebellion.” Each 
was the youngest member of the legislature, and the youngest 
officer in the army when he served. The talent and eloquence 
of both made them members of Congress—Lincoln at thirty- 
seven 3 r ears of age, and Garfield at thirty-three, each one of 
them being the youngest member of the House of Representa¬ 
tives at the time. Both of them took high rank at once as 
debaters and eloquent speakers, as well as stalwart opposers of 
slavery. Both, also, won a reputation for wit and humor and 
geniality, making them popular wij.li both sides of the House. 
Neither of them were candidates in the National Conventions 
that nominated them for the Presidency—both were compro¬ 
mise candidates when it became apparent that union could be 
secured upon no others. Their names were introduced amid the 
wildest enthusiasm—thousands cheering, hats swinging, hand¬ 
kerchiefs waving, and the bands playing national airs. The 
nomination of each was hailed with demonstrations of joy 
throughout the country. 

And now the most remarkable of all coincidences in their 
lives we record with sadness—both died in the Presidential 
office, by the assassin’s shot. History has no parallel for this 
amazing fact. We search in vain the annals of all countries 


41 


for a kindred record. Beginning life in the obscurity of the 
wilderness, and ending it on the summit of renown! Their 
first home a log cabin ! Their last the White House ! Beloved 
by a trusting nation, and shot by the assassin. 

More inspiring examples to study and imitate cannot be 
found in the annals of the republic. As models of what 
belong to noble traits of character, heroic achievements, and 
the highest success fairly won, we present these illustrious 
men. 

72. Andrew Johnson.—Andrew Johnson, seventeenth presi¬ 
dent of the United States, was born in Raleigh, N C., December 
29, 1808, and died near Carter’s Station, Tenn., July 31st, 1875. 
His parents were very poor, and when he was four years old 
his father died of injuries received in saving another from 
drowning. At the age of ten Andrew was apprenticed to a 
tailor. A natural craving to learn was fostered by hearing a 
gentleman read from “The American Speaker.” The boy was 
taught the alphabet by fellow workmen, borrowed the book and 
learned to read. In 1824 he removed to Laurens Court House, 
S. C., where he worked as a journeyman tailor. In May, 1826, 
he returned to Raleigh, and in September, with his mother 
and stepfather, he set out in a two-wheeled cart, drawn by a 
blind pony, for Greenville, Tenn. Here he married Eliza 
McCardle, a woman of refinement, who taught him to write, 
and read to him while he was at work during the day. It was 
not until he had been in Congress that he learned to write 
with ease. From the humblest beginnings this energetic man 
became United States Senator, Governor of Tennessee, and 
President of the republic. 

73. Millard Fillmore.—Millard Fillmore, thirteenth Presi¬ 
dent of the United States, born in the township of Locke (now 
Summerhill), Cayuga County, N. Y., February 7, 1800, died 
in Buffalo, N. Y., March 7, 1874. The future President’s father 
went with his young wife, Phoebe Millard, to what at the close 
of the last century was the “far west,” where he and his 
younger brother built a log cabin in the wilderness, and there 
his second son, Millard, was born. Nathaniel Fillmore was one 
of “ God Almighty’s gentlemen,” whose creed was contained 


42 


in two words, “ I)o right,” and who lived to see his son 
elevated to the highest position in his native land. Of the 
President’s mother, who died in the summer of 1831, little is 
known beyond the fact that she was a sensible, and, in her 
later years, a sickly woman, with a sunny nature that enabled 
her to endure uncomplainingly the many hardships of a frontier 
life, and that her closing days were gladdened by the frequent 
visits of her son, who was then in public life, with every 
prospect of a successful professional and political career. 

74. Fillmore’s Early Life.—From a brief manuscript auto¬ 
biography prepared by “ worthy Mr. Fillmore,” as Washington 
Irving described him, we learn that, owing to a defective title, 
his father lost his property on what was called the “ military 
tract,” and removed to another part of the same county, now 
known as Niles, where he took a perpetual lease of 130 acres, 
wholly unimproved and covered with heavy timber. It was 
here that the future President first knew anything of life. 
Working for nine months on the farm, and attending such 
primitive schools as then existed in that neighborhood for the 
other three months of the year, he had an opportunity of for¬ 
getting during the summer what he had acquired in winter, 
for in those days there were no newspapers and maga¬ 
zines to be found in pioneers’ cabins, and his father’s library 
consisted of but two books—the Bible and a collection of 
hymns. Millard never saw a copy of “Shakespeare” or 
“ Ilobinson Crusoe,” a history of the United States, or even a 
map of his own country, until he was nineteen years of age ! 
Nathaniel Fillmore’s misfortunes in losing his land, through a 
defective title, and again taking another tract of exceedingly 
poor soil, gave him a distaste for farming, and made him 
desirous that his sons should follow other occupations. As 
his means did not justify him or them in aspiring to any pro¬ 
fession, he wished them to learn trades, and accordingly Mil¬ 
lard, then a sturdy youth of fourteen, was apprenticed for a 
few months on trial to the business of carding wool and 
dressing cloth. During his apprenticeship he was, as the 
youngest, treated with great injustice, and on one occasion 
his employer, for some expression of righteous resentment, 
threatened to chastise him, when the young woodsman, burn- 


43 


ing with indignation, raised the axe with which he was at 
work, and told him the attempt would cost him his life. Most 
fortunate for both, the attempt was not made, and at the close 
of the term he shouldered his knapsack, containing a few 
clothes and a supply of bread and dried venison, and set out 
on foot and alone for his father’s house, a distance of some¬ 
thing more than a hundred miles, through the primeval forests. 
Mr. Fillmore in his autobiography remarks, “ I think that this 
injustice—which was no more than other apprentices have 
suffered and will suffer—had a marked effect on my character. 
It made me feel for the weak and unprotected, and to hate the 
insolent tyrant in every station of life.” 

75. His Persistent Efforts to Advance Himself. —In 1815 
the youth again began the business of carding and cloth dress¬ 
ing, which was carried on from June to December of each 
year. The first book that he purchased or owned was a small 
English dictionary, which he diligently studied while attend¬ 
ing the carding machine. In 1819 he conceived the idea of 
becoming a lawyer. Fillmore, who had yet two years of his 
apprenticeship to serve, agreed with his employer to relin¬ 
quish his wages for the last year’s services, and promised to 
pay thirty dollars for his time. Making an arrangement with 
a retired country lawyer, by which he was to receive his board 
in payment for his services in the office, he began the study of 
law, a part of the time teaching school, and so struggling on, 
overcoming almost insurmountable difficulties, till at length, 
in the spring of 1823, he was, at the intercession of several 
leading members of the Buffalo bar, whose confidence he had 
won, admitted as an attorney by the court of common pleas of 
Erie county, although he had not completed the course of study 
usually required. The wisdom of his youth and early man¬ 
hood gave presage of all that was witnessed and admired in the 
maturity of his character. Nature laid on him, in the kindly 
phrase of Wordsworth, “the strong hand of her purity,” and 
even then he was remarked for that sweet courtesy of manner 
which accompanied him through life. Millard Fillmore began 
practice at Aurora, where his father then resided, and fortu¬ 
nately won his first case and a fee of four dollars. In 1827 he 
was admitted as an attorney, and two years later as counselor 


44 


of the supreme court of the state. In 1830 he removed to Buf¬ 
falo, and after a brief period formed a partnership with Nathan 
K. Hall, to which Solomon G. Haven was soon afterward 
admitted. His subsequent successes and distinguished occu¬ 
pancy of the chief magistracy of the nation are too well known 
to be here repeated. 

76. Persistency Necessary to Success.— Persistency is a 
characteristic of all men who have accomplished anything 
great. They may lack in some other particular, may have 
many weaknesses and eccentricities, but the quality of persis¬ 
tence is never absent in a successful man. No matter what 
opposition he meets, or what discouragements overtake him, 
he is always persistent. Drudgery cannot disgust him, labor 
cannot weary him. He will persist, no matter what comes or 
goes ; it is a part of his nature ; he could almost as easily stop 
breathing. It is not so much brilliancy of intellect or fertility 
of resource, as persistency of effort, constancy of purpose, that 
gives success. Persistency always inspires confidence. Everj T - 
body believes in the man who persists. He may meet mis¬ 
fortunes, sorrows, and reverses, but everybody believes that he 
will ultimately triumph, because they know there is no keeping 
him down. “Does he keep at it, is he persistent?” This is 
the question which the world asks about a man. Even a man 
with small ability will often succeed if he has the quality of 
persistence, where a genius without it would fail. 


MODERN EDUCATIONAL 
DEFECTS. 


77. The End of Education. —The pursuit of all mankind 
is happiness. There is no other basis upon which any tenable 
theory of education for youth may be built, except that the 
training received tends, in the highest degree, toward those 
conditions of mind and body which will best serve to bring 
happiness to the individual educated, and to those about him. 
That, at least, is the ideal toward which education must move 
with ever-quickening strides. 

78. Herbert Spencer on Education. —Thirty-seven years 
ago Herbert Spencer wrote his arraignment of the educational 
system of the day. At the close of the century, we find that 
his seemingly unanswerable logic has produced but little effect 
upon those whom it was intended to influence. Is it not more 
than strange that, while Spencer’s psychological, sociological, 
and biological work should have been received with such pro¬ 
found respect in the universities of the world, his theory of 
education should have been treated with such marked contempt? 

Are we, after all, but little more than the Orinoco savage 
whom he describes as appearing in public unclothed without 
embarrassment, but deeply respectful of the custom which 
requires the body to be gaudily decorated with paint of many 
hues ? 

79. The Prevailing Idea of Education. —Speaking of the 
condition of education in his chapter on “ What Knowledge is 
of the Most Worth?” Spencer wrote: “Among mental as 
among bodily acquisitions, the ornamental comes before the 
useful. Not only in times past, but almost as much in our own 
era, that knowledge which conduces to personal well being has 
been postponed to that which brings applause. In the Greek 
schools, music, poetry, rhetoric, and a philosophy which, until 
Socrates taught, had but little bearing upon action, were the 
dominant subjects ; while knowledge aiding the arts of life 

45 



46 


had a very subordinate place. And in our own universities 
and schools at the present moment the like antithesis holds. 
We are guilty of something like a platitude when we say that, 
throughout his after-career, a boy, in nine cases out of ten, 
applies his Latin and Greek to no practical purposes. The 
remark is trite that, in his shop; or his office, in managing his 
estate or his family, in playing his part as director of a bank or 
a railway, he is very little aided by this knowledge he took so 
many years to acquire—so little, that generally the greater 
part of it drops out of his memory ; and, if he occasionally 
ventures a Latin quotation, or alludes to some Greek myth, it 
is less to throw light on the topic in hand than for the sake of 
effect. If we inquire what is the real motive for giving boys a 
classical education, we find it is simply in conformity to public 
opinion. Men dress their children’s minds as they do their 
bodies, in the prevailing fashion. As the Orinoco Indian puts 
on his paint before leaving his hut, not with a view to any 
direct benefit, but because he would be ashamed to be seen 
without it; so, a boy’s drilling in Latin and Greek is insisted 
on, not because of their intrinsic value, but that he may not 
be disgraced by being found ignorant of them—that he may 
have ‘the education of a gentleman’—the badge marking a 
certain social position, and bringing a consequent respect. * * * 

80. The Defect of Modern Education. —“And that it is 
which determines the character of our education. Not what 
knowledge is of the most real worth, is the consideration ; but 
what will bring most applause, honor, respect—what will most 
conduce to social position and influence—what will be most 
imposing. As throughout life, not what we are, but what we 
shall be thought, is the question, so in education, the question 
is, not the intrinsic value of knowledge, so much as intrinsic 
effects on others. And this being our dominant idea, direct 
utility is scarcely more regarded than by the barbarian when 
filing his teeth and staining his nails. * * * 

“ Men read books on this topic, and attend lectures on that; 
decide that their children shall be instructed in these branches 
of knowledge, and shall not be instructed in those ; and all 
under the guidance of mere custom, or liking, or prejudice ; 
without even considering the enormous importance of deter- 


47 


mining in some rational way what things are really most worth 
learning. It is true that in all circles we have occasional 
remarks on the importance of this or the other order of infor¬ 
mation. But whether the degree of its importance justifies the 
expenditure of the time needed to acquire it, and whether 
there are not things of more importance to which the time 
might be better devoted, are queries which, if raised at all, are 
disposed of quite summarily, according to personal predilec¬ 
tions. * * * 

“ Had we time to master all subjects we need not be particular. 
To quote the old song : 

‘ Could a man be secure 
That his days would endure 
As of old, for a thousand years, 

What things might he know ! 

What deeds might he do ! 

And ail without hurry or care.’ 

81. Time for Acquisition Limited. —“But we who have but 
1 span-long lives ’ must ever bear in mind our limited time for 
acquisition. And remembering how narrowly this time is 
limited, not only by the shortness of life, but also still more by 
the business of life, we ought to be especially solicitous to 
employ what time we have to the greatest advantage. Before 
devoting years to some subject which fashion or fancy suggests, 
it is surely wise to weigh with great care the worth of the 
results, as compared with the worth of various alternative 
results which the same years might bring if otherwise employed. 

82. Relative Values of Knowledges— “ In education, then, 
this is the question of questions, which it is high time we 
discussed in some methodic way. The first in importance, 
though the last to be considered, is the problem—how to 
decide among the conflicting claims of various subjects on our 
attention. Before there can be a rational curriculum, we 
must settle which things it most concerns us to know ; or, to 
use a w T ord of Bacon’s, now unfortunatelv obsolete, we must 
determine the relative values of knowledges. * * * 

83. How Shall We Live? —“How to live?—that is the • 
essential question for us. Not how to live in the mere material 
sense only, but in the widest sense. The general problem 


48 


which comprehends every special problem is—the right ruling 
of conduct in all directions, under all circumstances. In what 
way to treat the body ; in what way to treat the mind ; in 
what way to manage our affairs ; in what way to bring up a 
family ; in what way to behave as a citizen ; in what way to 
utilize all those sources of happiness which Nature supplies ; 
how to use all our faculties to the greatest advantage of our¬ 
selves and others; how to live completely. And this, being 
the great thing needful for us to learn is, by consequence, the 
great thing which education has to teach. To prepare us for 
complete living is the function which education has to dis¬ 
charge ; and the only rational mode of judging of any educa¬ 
tional course is, to judge in what degree it discharges such 
functions.” 

Is Spencer a clear thinker on the subject of education as 
upon other matters, wherein his philosophy carries weight ? 
Then why, for forty years, should his words be brushed aside 
as of no moment? Or is it possible that there are those who 
think that the educational system of today conforms in any 
degree to Spencer’s philosophy ? 

The closing hours of the nineteenth century are an appropriate 
time to look back upon the progress of a hundred years and 
ask ourselves : Is this education the best we can offer to the 
youth of the twentieth century? 


PURPOSE OF EDUCATION. 

84. The Purpose of Education. —What is the true and 
supreme purpose of education? Is it not self-evident that 
its true purpose is to prepare for a successful, happy, and 
honorable career in life? Is not that what all parents desire 
for their children, and would they not most eagerly send them 
to any institution which promised such an education? 

85. Old Idea of Education.—The old idea of education was 
comparatively puny and trivial. It was merely to acquire 
familiarity with language and the contents of books, without 


49 


any attempt to develop intellectual vigor, honorable principles, 
practical capacity, useful knowledge, and constitutional vigor. 
Everything important was thus neglected, and the product of 
such education was often totally unfit for an honorable and 
useful life — feeble in health, ignorant of the whole business of 
life, weak in principle, and weaker still in the capacity for 
independent thought. Some of the worst features of this 
failure were due to the damaging effects of an education 
which gave a liberal supply of useless knowledge, irrational 
prejudice, hereditary superstition, and profound ignorance of 
the laws of life and of social welfare. 

In the language of Milton, “The youth were driven into 
hatred and contempt of learning, mocked and deluded all the 
while with ragged notions of babblements, while they expected 
worthy and delightful knowledge.” 

As recently expressed by Lowe, “It is perfectly wonder¬ 
ful that it should have been found possible to waste three years 
of the most active part of life in learning the difference between 
what knowledge they brought, and what they take away.” 

86. Shallowness of Ideas on Education. —The dominant 
idea today is that education should confer literary with a little 
scientific knowledge, and such mental discipline as is obtained 
in acquiring these accomplishments. 

A celebrated college president recently gave his idea of a 
university as a place where any man could learn anything. 
That seemed to be his highest ideal, near the end of the nine¬ 
teenth century. 

87. Mere Literary Culture Is Not Education. —This is a 
small fragment of the rational conception, and compares with 
a full-orbed education as the little finger compares with the 
whole hand, for such culture is the smallest of the five elements 
of a true education, and thousands attain eminence without it. 
Our greatest military and political heroes, Washington and 
Jackson, who towered above their contemporaries, were 
quite deficient in literary culture, as we know by specimens 
of their manuscript still extant. They were greatly sur¬ 
passed in this respect by thousands, if not millions, of the 
educated who have passed through insignificant lives, and 


50 


been forgotten as ephemeral insects, or perhaps have sunk in 
dishonor. Education in the past never qualified men for a 
noble career, and often disqualified them by a large amount of 
artificial ignorance and false views of life, and by an impair¬ 
ment of their vital stamina, when they gave themselves up too 
completely to an antiquated education by books that ought to 
have been obsolete, instead of preserving their manhood by 
manly sports and social pleasures. 

88. Effect of Excessive Application to Books.—Today 
there is a reaction against that which gives scope and encourage¬ 
ment to physical culture, but a very large portion, fully one- 
third, of the collegiate youth of too scholastic Germany are 
still greatly injured in their education, being made myopic ; 
and this impairment of the eyes cannot be produced in train¬ 
ing without inflicting similar injuries upon the whole constitu¬ 
tion and the powers of the mind, for the very same methods 
that impair the eyes and contract the vision make also a mental 
myopia in restraining the bold, outreaching energies of the 
mind and body which colleges never supposed it their duty to 
develop. 

Excessive devotion to books is, and ever has been, the curse 
of all educational systems. As a specimen of humanity, the 
unschooled hunter or Indian warrior, with all his senses, 
faculties, muscles, and social energies highly developed, is a 
nobler example than the overtrained and often effeminate 
scholar, who has lost his manhood in trying, by a vicious 
method, to cultivate one-fifth of his nature and has failed even 
in that object, for that is not mental education which does not 
give useful knowledge, independent thought, capacity for find¬ 
ing the truth, and sound judgment in all the affairs of life. 

89. Mere Scholastic Education Incomplete.—That mere 
scholastic education, even when not confined to textbook 
studies, is but one-fifth of a complete education, and that, 
when confined to textbook training, it is not more than a 
tenth of a complete education, is obvious, when we reflect upon 
what a complete education should do, or every rational thinker 
would affirm, if questioned. 


PHYSICAL CULTURE. 


90. What Physical Education Will Do. — It will, first, 
develop a strong physical constitution, competent to do, to dare, 
and to achieve ; competent to bear with ease all the burdens of 
life in any situation. We know this to be possible, and yet, 
self-evident as it is, the colleges for centuries have ignored it 
and allowed the idea to be universally accepted that education 
could not develop the physical constitution, but must impair it 
so naturally that it would be impracticable to give women a 
collegiate education, because they had not the physical activity 
to endure so exhaustive a process. It is but a few years since 
this idea was set forth in a book by a Harvard professor, but 
only to meet a speedy refutation by the experience of women 
competing with men in colleges. 

91. The Attitude of Colleges. —For this long warfare 
against the physical development of humanity, the colleges 
are just beginning to atone by tolerating and even encouraging 
physical culture. It is to be hoped they will soon fully realize 
their duty by receiving poorly developed boys and girls, and 
returning them strong and active. Certainly no institution 
should be tolerated which is not willing to do it. This is the 
first fifth of a truly liberal education, without which the whole 
education may become a failure. 

92. The Chief Business of Life.— As the world lives and 
advances by labor, work is the chief business of life, the chief 
duty for which education should prepare us. If we are not 
prepared to do our duty in sustaining ourselves and those who 
are dependent upon us, we are a burden upon society, and it 
would have been better for the world had we not been born, 
or, being here, should die as soon as practicable. 

Uneducated physical ability never produces wealth or 
secures comfort. Nations in that condition are in perpetual 
suffering, and ever and anon die by millions, in famine and 
pestilence. 


51 


. 52 

93. The Significance of the Body.—One of the first things 
that a student should be taught is the significance of his body— 
not merely its structure and its functions, but the art of 
making the most of it, and the sin of abusing it. He should 
be taught the delicate structure of his brain and nervous 
system, so that his reason, and not merely the authority of 
his parents and teachers, shall always lead him to temperance 
and self-control. He should be taught to look forward to the 
state of marriage. He should know what habits of sleep, 
exercise, diet, concentration, leisure, are most likely to promote 
his vigor. His errors should be pointed out. He should learn 
to overcome, so far as this is possible, a tendency to slight ail¬ 
ments. He should know the effects of stimulants. The princi¬ 
ples of sanitation should be an important part of his acquire¬ 
ments, that he may avoid the harmful in air, food, or water, and 
may also know how to recuperate his strength if at any time it 
is impaired. 

94. Athletic Sports.—It is not unusual in these days to 
decry the attention given to athletic sports. No doubt there 
are attendant evils connected with the current practice, but 
there is also an immense amount of good. The chief objection 
is that emulation and rivalry bestow upon a favored few an 
amount of care and discipline which ought to be extended to 
large numbers. The deficient as well as the robust ought to 
submit themselves to physical culture. Let any one inquire 
into the results which have been produced by bodily discipline 
among the feeble frames and feeble minds of a school 
like that at Fort Wayne, Ind., and he would not question 
what would happen if a like amount of care were devoted to 
those whom we call the intellectual and well-to-do under¬ 
graduates in college. 

The advantages of physical culture were pointed out long 
ago by Aristotle and Plato. But in this country, outside of the 
military and naval academies on the one hand, and, on the 
other, of the Elmira Reformatory, Fort Wayne School, and a 
few other institutions for the deficient and degenerate, the 
wonderful results of physical culture seem to be almost as 
unknown (except in the discipline of athletes) as the X-rays 
were a short time ago. 


53 


^ The importance of careful attention to 
the person. 

Care of the person by bathing—frequent 
change of clothing. 

Ventilation. 

! Care of the teeth. 

Care of the breath. 

Care of the nails. 

The effects of food on the system, form, 
complexion, breath, etc. 

Care of the eyes. 

Clothing not too tight, suitable, stylish, 
harmony of colors. 

Cultivation of the voice. 

Regular exercise. 

Training in walking. 

Difference between people who have 
made the best of themselves and those 
who have not. 

\ Our own duty in the matter. 


HYGIENIC CULTURE. 

95. The Necessary Equipment.— Physical ability secured, 
what guarantee have we that it will make a success? What 
security that all may not soon be lost by some of the thousand 
diseases which ravage the nations and which, as it is, even 
now, reduce the life of the laborer to one-half its normal 
length ? 

Would a sensible architect build a house which the pre¬ 
vailing winds would be sure to demolish before it had served 
more than half its time? Would he not strengthen it, if he 
could easily do so, to withstand any wind ? 

What is the protection needed by the young man or woman? 
Evidently when they start in the journey of life they need a 
perfect chart of the route to be pursued and the dangers to be 
avoided. They need a perfect knowledge of the human con- 




54 


stitution, of its construction, its philosophy, its normal cul¬ 
ture—in a word, a complete anthropology , a science not known 
in any university, but which will have its place in all univer¬ 
sities in the next century. Understanding themselves, under¬ 
standing the philosophy and methods of perfect health— 
methods which are spiritual or ethical as well as physical—they 
need, also, to know the liabilities to disease, the characters of 
disease, and the innumerable resources offered us in nature by 
which disease may be kept at a distance, or may be aborted when 
it approaches. They should have an equipment of knowledge 
which, properly used, would be an insurance against all forms 
of disease not due to the inevitable exposures and accidents to 
which we are all liable, or to ancestral inheritance, and which 
would justify us in saying to each, “ you have no right to be 
sick, unless it is externally forced upon you.” You should 
consider any other illness an offence against ethics, of which 
you should not be guilty, for to you life and ability are 
granted, enough for every duty, and you have no right to fail 
in duties by failing in health. 

The second demand for education, then, is for hygienic ability 
to carry one buoyantly through life to the end of a century, 
which will be the goal, when hereditary infirmities shall have 
been eliminated from a well trained generation. 


ETHICAL CULTURE. 


96. The Importance of Ethical Culture. —This third ele¬ 
ment is the ethical —the divine element in man, the mighty 
combination of love, justice, will, dignity, reverence, truth, 
sympathy, faith, hope, spirituality, and all the virtues that 
make the perfection of humanity and ally man to heaven. 

Without some portion of this the race could not continue in 
existence ; with a greater portion civilization becomes possible ; 
and in proportion as this element is increased progress becomes 
an ascent to higher and happier conditions, while its diminu¬ 
tion inevitably brings the decay and downfall of individuals and 
of nations—society becoming corrupt and criminal, living in 



DO 


individual and national bloodshed, while woman, crushed into 
misery, transmits only the legacy of this living death to 
posterity. Take away all ethical principle, and man becomes 
a horrible object, a curse to society and to himself, and his 
intellectual education but renders him more dangerous. 

Happiness or misery, success or failure, depends upon this 
element, without which education is worse than vain, and if it 
be in the power of any system of education to develop or to 
cultivate this supreme element, surely its cultivation should 
be the paramount object of all educational institutions, and those 
which do not efficiently cultivate it should not be tolerated. 

97. An Ethical Education Practicable. —The universal 
collegiate neglect of this supreme element, as well as of other 
elements of a true education, argues nothing against the practi¬ 
cability of its culture, for it has been amply demonstrated in a 
few eccentric but well managed institutions that ethical culture 
may revolutionize character, may change young criminals into 
good citizens, and may elevate those who are not criminals far 
above the ethical standard of any adult community known in 
history or in the present day. 

98. The Testimony of Reason. —Before giving the practi¬ 
cal demonstration, let us ask if any reader can doubt the 
rational possibility of this, who knows that any or all of our 
muscles can be educated into large development and strength, 
that the intellect is equally susceptible of culture, and that 
virtues and vices are alike capable of unlimited culture by 
social influences or early training, establishing a character for 
good or evil, which in a few years becomes unchangeable. 

99. The Testimony of Experience. —What reason affirms, 
experience has proved, and no one will doubt that we can 
educate downward or upward—that we can send the boy to 
perdition by turning him loose in the streets, in the vicious 
quarters of a city, or that we can elevate him by a refining 
education ; but how far he can be lifted and how permanently 
sustained is the practical question which experience has 
answered so fully as to make the neglect of ethical education a 
crime in the authorities that permit it, when the examples of 
its power are so widely known. 


50 


100. The Rauben Haus, Hamburg. —At the Rauben Haus, 
near Hamburg, the lowest class of degraded and criminal 
children were confined in prison. Mr. Wichern, in the 
enthusiasm of love, took charge of this prison, filled with youths 
from seven to sixteen years of age, brought them under the 
control of ethical education, removed the walls, the bars and 
bolts, and developed in the entire mass a generous refinement 
and unselfish loveliness, which has never been surpassed or 
equaled in any institution of which we have ever heard—a 
refinement of nature unknown in American schools. The facts 
are unquestionable, for they are narrated by Horace Mann and 
by the Rev. CalvinE. Stowe. They were reformed, Mr. Wichern 
said, “by active occupation, music, and Christian love.” 

101. The School of Miltray, France.— With less of this 
loving inspiration,'and perhaps more mechanical methods, 
the reformatory school of Miltray, France, reformed eighty- 
five per cent, of the juvenile criminals sent to it, and the 
reformatory schools of England for criminal youth need no 
confinement, and are as well behaved as the schools of the better 
classes. They reform two-thirds, and might achieve a better 
result were not many of the youth the children of felons. 

102. The Reform School of Lancaster, Ohio.— The State 
Reform School of Lancaster, Ohio, for criminal youth con¬ 
demned by the courts, under the superintendence of Mr. G. W. 
Flower, had received, up to 1874, in sixteen years, about two 
thousand young criminals, of whom more than ninety-five per 
cent, had been restored to lives of respectability and usefulness. 

Ethical education was fearlessly relied upon, and there was 
no confinement of the young criminals by walls, bars, or bolts, 
no corporal punishment, and nothing to distinguish it from 
other schools but its systematic industry, its extreme good 
order, its general harmony, and its entire freedom from the 
coarse language, the disorder, and the wanton mischief which 
we generally find in schools. 

Most encouraging is the fact that in three years or less this 
reformation was effected, and that it was more effective with 
the older than the younger boys, which encourages the belief 
that a large portion of our penitentiary convicts may be 
reformed by the same method. 


57 


103. The Outlook. —Is it not possible for legislative bodies 
to recognize the sublime principles of the Jesus Christ whom 
they, in words, profess to revere, and to realize the brother¬ 
hood of all men, to realize that those whom an unfortunate 
inheritance, unfortunate education, and unfortunate associations 
have made a moral wreck are our brothers still, and entitled 
as much as the victims of insanity or pestilence to be lifted out 
of the pit of destruction, if it be possible? When we visit 
our criminal brother only in scorn or vengeance, we are really 
participating in his crime by allowing its malignity to enter 
our souls. But perhaps it is too much to hope for such 
humanity when nations are willing to slaughter half a 
million for some petty international dispute, and the prepa¬ 
ration for such a crime is the leading expense of a national 
treasury. How can the poor criminal expect any more mercy 
than the private citizen, guilty only of belonging to another 
nationality? But we may believe the time is coming when 
the slaughter of citizens and the crushing of criminals shall 
cease. 

104. The New Education.—Is it not proved that by ethical 
education crime can be abolished, as by industrial education 
pauperism and poverty may be abolished, and by hygienic 
education pestilence and premature death may be consigned to 
the limbo of forgotten barbarisms? 

This is the character which should be the fruit of a full- 
orbed education, or, as it has been properly called, The 
New Education , which, by its persistent power, would be 
developed first in those of best inheritance, and finally in 
entire nations whose condition would differ from ours as 
much as we differ from the savage contemporaries of him of 
the Neanderthal skull. 

The charming life of generous and sympathetic sentiment 
seen in the Kauben Haus, and the noble refinement of character 
developed in the school of Fellenberg at Hofengl, are demon¬ 
strations of possibilities and predictions of a future to which 
the dull, prosaic, conservative mind cares not to look, but to 
which the generous souls now coming forward in this country 
will look, with the firm resolution that it shall be realized if 
possible. 


105. The School of Fellenberg. —The school of Fellenberg 
was a reality, admired by all Europe, and honored by govern¬ 
ments, and one of its noblest products, the philosopher, legis¬ 
lator, and philanthropist, Robert Dale Owen, said of this 
school: “It comes before me now in the light of a life’s 
teaching, and by comparison with the realities of after years, 
more like a dream of fancy, seen under the glamor of optimism, 
than anything sober, actual, and really to be met with in this 
prosaic world. It avails nothing to tell me that such things 
cannot be, for at Hofengl they were. I described a state of 
society which I saw, and part of which I was.” 

Dreams and fancies may never be realized, but principles 
attained by reason and demonstrated by ample experiments 
are eternal, and sure of future realization ; for the wheels of 
progress are as sure to roll onward as the earth is to continue 
in its orbit around the sun. * 


INTELLECTUAL CULTURE. 

0 


103. The Development of the Intellect. —The development 
of the intellectual faculties has been the principal feature of all 
education, ancient and modern. This education begins and 
ends with life. In this respect it differs from the work of the 
sculptor. There is no solstice in human development. The 
body may remain the same in form and features, but the 
mind is constantly changing. Thoughts, desires, and tastes 
change by insensible gradations from year to year: and it 
is, or ought to be, the object of life and education to evolve the 
best forms of being. We know but little of the circumstances 
which determine the growth of the intellect, still less of those 
which influence the heart. Yet the lineaments of character 
usually display themselves early. An act of will, an expression 
of taste, even an eager look, will sometimes raise a corner of 
the veil which conceals the young mind, and furnishes a 


* “The Arena,” March, 1892. 




59 


glimpse of the future man. At the same time, knowledge, and 
the love of knowledge, are not necessarily accompanied by 
pure taste, good habits, or the social virtues which are essential 
to the formation of a lofty character. 

107. The Cultivation of the Intellect a Duty. —There is, 
however, no precise and absolute law in the matter. A well 
known bishop has said that “Little hearts and large brains are 
produced by many forms of education.” At the same time, 
the conscientious cultivation of the intellect is a duty which 
all owe to themselves as well as to society. It is usually by 
waiting long and working diligently, by patient continuance in 
well-doing, that we can hope to achieve any permanent 
advantage. The head ought always to be near the heart, to 
enable the greatest intellectual powers to work with wholesome 
effect. “Truly,” says Emerson, “the life of man is the true 
romance, which, when valiantly conducted, will yield the 
imagination a higher joy than any fiction.” The difference of 
age at which men display the ability of thinking, and attain 
maturity of intellect, and even of imagination, is very remark¬ 
able. “ There be some,” said Bacon, “ who have an over-early 
ripeness in their years, which fadeth betimes,” corresponding 
with the words of Quintilian : Inanibus nrtistls ante messem 
ftavescunt. Education, let it be remembered, does not mean 
stuffing a lot of matter into the brain, but educing, or bringing 
out, the intellect and character. 

108. Addison’s View. —It was a just conception of this true 
education which inspired the immortal Addison to write : 

“ I consider a human soul, without education, like marble 
in the quarry, which shows none of its inherent beauties 
until the skill of the polisher fetches out the colors, makes the 
surface shine, and discovers every ornamental cloud, spot, and 
vein, that runs through the body of it. Education, after the 
same manner, when it works upon a noble mind, draws out to 
view every latent virtue and perfection, which, without such 
helps, are never able to make their appearance. 

“ If my reader will give me leave to change the allusion so 
soon upon him, I shall make use of the same instance, to 
illustrate the force of education, which Aristotle has brought 


60 


to explain his doctrine of substantial forms, when he tells us 
that a statue lies hid in a block of marble, and that the art of 
the statuary only clears away the superfluous matter, and 
removes the rubbish. The figure is in the stone, and the 
sculptor only finds it. What sculpture is to a block of marble, 
education is to a human soul. The philosopher, the saint, or 
the hero, the wise, the good, or the great man, very often lies 
hid and concealed in a plebeian, which a proper education 
might have disinterred, and have brought to light. I am, 
therefore, much delighted with reading the accounts of savage 
nations ; and with contemplating those virtues which are wild 
and uncultivated ; to see courage exerting itself in fierceness, 
resolution in obstinacy, wisdom in cunning, patience in 
sullenness and despair. 

“ Men’s passions operate variously, and appear in different 
kinds of actions, according as they are more or less rectified 
and swayed by reason. What might not that savage greatness 
of soul, which appears in these poor wretches on many occa¬ 
sions, be raised to, were it rightly cultivated? And what color 
of excuse can there be for the contempt with which we treat 
this part of our species ; that we should not put them upon the 
common footing of humanity; that we should only set an insig¬ 
nificant fine upon the man who murders them ; nay, that we 
should, as much as in us lies, cut them off from the prospects 
of happiness in another world, as well as in this ; and deny 
them that which we look upon as the proper means for attain¬ 
ing it? 

“It is an unspeakable blessing, to be born in those parts of 
the world where wisdom and knowledge flourish ; though, it 
must be confessed, there are, even in these parts, several poor 
uninstructed persons, who are but little above the inhabitants 
of those nations of which I have been here speaking ; as those 
who have had the advantage of a more liberal education rise 
above one another by several different degrees of perfection. 
For, to return to our statue in the block of marble, we see 
it sometimes only begun to be chipped, sometimes rough- 
hewn, and but just sketched into a human figure ; sometimes, 
we see the man appearing distinctly in all his limbs and 
features ; sometimes, we find the figure wrought up to great 


61 


elegancy ; but seldom meet with any to which the hand of a 
Phidias or a Praxiteles could not give several nice touches and 
finishings.” 

109. Aspects of Intellectual Culture.— Intellectual culture 
may be viewed either in respect of literary or of industrial 
education. In the latter regard alone is it within our province 
to discuss the subject. 






TECHNICAL EDUCATION* 



TECHNICAL EDUCATION. 


110. Order of Study. —Technical education may be viewed 
from a twofold standpoint: First, in the light of manual 
training ; second, in that of theoretical education in the sciences 
treating of the facts and principles of the engineering pro¬ 
fessions, and of the use of drawing, which is the language of 
mechanical design and artistic ideas. In the latter aspect only 
is it within our province to deal with technical education. We 
propose to do so in the following order : 

1. In what does industrial education consist? 

2. What are its social and national advantages? 

3. Technical education viewed as a preventative of idleness, 
poverty, and crime. 

4. What is the present special urgency for technical edu¬ 
cation in America? 

5. What are its advantages to the individual student? 

6. What benefits does technical education confer upon 
woman ? 

7. What examples may be cited of the successful individual 
pursuit of technical education ? 

8. Some instances of technical schools, many of whose 
graduates hold the highest positions in the industrial world. 

9. A list of the leading technical schools in the United 
States. 

10. The educational value of drawing. 

11. The educational value of exact measurement. 

12. The educational value of applied mathematics and 
engineering. 

13. The extraordinary efforts some men have made in 
acquiring an education fitting them for their life work. 

14. A way to obtain this purposeful education. 

15. Educational advancement, and the place therein held 
by The International Correspondence Schools, of Scranton, Pa. 

3 65 



WHAT IS INDUSTRIAL 
EDUCATION ? 


111. The Value of Industrial Education. —Industrial Edu¬ 
cation makes every man and woman a successful producer; 
places men and women above fear of want; and gives them 
hope of increasing prosperity as they advance in life. It is the 
individual’s equipment, the family’s protection, the nation’s 
safeguard. Upon it rests the welfare of the masses, the 
security of citizenship, the progress of civilization itself. No 
subject of more vital interest to our age and country can be 
presented for consideration. A perfect civilization is, as we 
have seen, a society of specialists. Now, without technical 
education, a society of specialists is an impossibility. Give 
every man and woman a fitting education for a definite 
purpose, and you build society on foundations irremovable and 
enduring. You give aim and purpose to life, strength to 
character, and vitality to the commonwealth. You remove 
idleness, you decrease inefficiency, you prevent crime. It is 
now one hundred years since the revolutionists of France, 
driven to fury by social and political conditions as merciless 
and atrocious as ever afflicted the human family, emblazoned 
on their banners the inspiring motto, “ Liberty, Equality, 
Fraternity.” 

112. Liberty, Equality, Fraternity. —Society should, indeed, 
live by liberty, flourish through equality, and endure by 
fraternity. But liberty, equality, and fraternity are not secured 
by pillage, massacre, and despotism. They proceed from 
enlightenment founded on right reason. They result from 
the education of every man and woman for some useful purpose 
in life. It is the education of this kind that really begets 
liberty, guarantees equality, and extends the blessings of 
fraternity. More wisely than their French emulators did our 
American forefathers build, when they declared that all men 
were born equal, and emphasized that equality by bestowing 
on all Americans the gift of citizenship, whose true exercise 

66 



67 


demands the education we speak of—an education that fits 
every man for a useful purpose in life, and by making him 
useful, makes him truly fraternal, and by making him truly 
fraternal, strengthens with immeasurable and resistless force 
the body, social and politic, of which he is a member. All 
knowledge is but a means to an end—to make of a man a 
noble character, a worthy son, a tender husband, a loving 
father, a faithful friend, an unswerving patriot, an enlightened 
citizen, and a devoted Christian. 

113. The Duty of an American Citizen. —The Declaration 
of American Independence and the Constitution of the United 
States demand that each citizen, to duly exercise his sovereign 
rights and discharge his civic duties, must be self-supporting, 
independent, educated. The citizen without a fixed purpose 
in life, and without the training adequate to its fulfilment, is 
a source of weakness to the commonwealth. Yet the welfare 
of the state unites with his individual interest in requiring 
that he be duly qualified for the exercise of that citizenship, 
by being able to earn an honorable livelihood in the com¬ 
munity. Hence, the necessity for special training—a technical 
education according to the circumstances and exigencies of 
each individual. Here let us give some definitions of use to 
the reader. 

114. Technology Defined. —Technology may be defined as 
the science that treats of the facts and principles of the indus¬ 
trial or useful arts, that is, theoretical knowledge relating to 
industries and manufactures, such as mechanical engineering, 
electricity, steam engineering; building, mining, civil, rail¬ 
road, bridge, hydraulic, and municipal engineering ; plumbing, 
heating and ventilation, etc. 

115. Another Definition. —Technology is also defined as that 
branch of ethnology which treats of the rise and development 
of the arts. It embraces the study of (1) the utilitarian arts, 
relating to manufactures, architecture and building, clothes 
and fashions, means of transportation, agriculture, the domes¬ 
tication of plants and animals, and weights, measures, and 
media of exchange ; (2) the esthetic arts, as decoration, sculp¬ 
ture, painting, music, and dancing. 


68 


116. The Arts Distinguished. —Art is defined as (1) the 
skilful and systematic arrangement or adaptation of means for 
the attainment of some desired end, or (2) the practical appli¬ 
cation of knowledge or natural ability—skill in accomplishing 
a purpose. 

The arts are distinguished as (1) the esthetic or fine arts, or 
arts of beauty; and (2) the useful, industrial, or mechanic 
arts, or arts of utility. The useful arts include the trades, 
which require chiefly manual labor or skill, and which engage 
the ingenuity of the artisan. The fine arts are those which 
call for the exercise of taste and imagination, and which fur¬ 
nish the sphere of the artist. 

117. Playfair’s Definition of Technical Education. —Tech¬ 
nical education means “that those who are engaged in industry 
should have a trained intelligence and understanding of the 
special industries which they enter as bread winners.” 

It is in this latter respect that we propose to deal with 
industrial education. 

118. The Object of Technical Education. —The object of 
technical education is to teach the actual method of working 
some particular trade to persons engaged, or about to be 
engaged, in that trade. This method is to be taught in a 
scientific way, theoretically rather than practically. Where 
practical work can be introduced to let the students test the 
theory as they proceed, the technical instruction is all the more 
accurate and profitable. By some persons it is held that, unless 
some practical manual work is done by the students, the instruc¬ 
tion is not really technical; but this is a too restricted view. 
However, it is the essence of technical education to teach the 
theory of a trade, illustrating it by practical work, that the 
student may be both theoretically and practically familiar 
with the business he intends to follow. 

119. Need of Expansion.—The object of education being to 
prepare pupils for useful and successful work, our present 
system needs broadening and strengthening to secure, not alone 
for the young, but for those of more mature years, instruction 
on the lines of technical education. Great advances have in 
recent years been made in this direction. 


Pupils are now, in many instances, trained in the art of 
drawing, which lies at the foundation of all constructive 
industry ; they are imbued with the rudiments of popular 
science and mechanics. This progressive movement demon¬ 
strates that advancement on practical lines has been accepted 
as a part of a valuable system. There is thus opened a fair 
way for a still greater progress in making public education 
a fitting preparation for useful-pursuits afterward. 

120. Ancient and Modern Education.—In reply to insist¬ 
ence upon the necessity for technical education, it is often said 
that we are not to expect too much from the schoolmaster. 
However we may differ about causes or remedies, it is manifest 
that this branch of education was until quite recently too 
largely overlooked. Intellectual studies, as literary or classical 
studies are sometimes called, were alone thought worthy of 
being introduced into our systems of instruction, while eye and 
hand culture was not only disregarded, but at times treated 
with positive neglect. No just conception can be had of their 
immense value to our structure without their coeducation with 
the brain ; their joint sphere of action embraces all employ¬ 
ments—the sciences, the arts, agriculture, manufactures, and 
inventions, together with the application of all these to the 
necessities and enjoyments of society. To their combined 
influence and intimate cooperation we owe the conveniences 
of life, the masterpieces of art. In this view it is impossible 
to discern under what guise these executive organs of the mind 
—these twin-sisters of the soul—are to be considered as having 
nothing to do with education. We teach our young men to 
repeat Greek verses ; but it is hardly possible to conceive of a 
greater contrast in the matter of education than, in many 
respects, we present to the ancient method of instruction. 
The youth of Athens were made the happy recipients of a 
practical scholarship. The human structure was regarded as a 
whole, and instructed as a whole. The court of the Areopagus 
appointed masters to superintend the education of children, 
and on this they bestowed the most particular attention. 
Games, gymnastics, and exercises were prescribed for the 
young men, that their bodies might be expanded and strength¬ 
ened, and all parts of the frame developed in harmony with 


70 


the higher faculties of the mind. Hence came their superla¬ 
tive beauty of person, their hardihood, their endurance, and 
physical health. They were afterward taught by public 
masters in the rules of art, and this was a material object in 
the education of all citizens. They were instructed, from first 
to last, in the duties of morality and religion, the respect due 
to parents, a reverence for old age, and the strictest obedience 
to law. The love of country and the sentiments of patriotism 
were assiduously inculcated, and a knowledge of national 
laws conveyed by the most impressive lessons. Socrates imbued 
them with wisdom, Plato with philosophy, and Phidias with 
art. 

121. Shall We Be Imitators Only?—Now, if it be true 
that history is philosophy, teaching by example, what stand¬ 
ard of education do we find in Athens to justify the system 
till recently universal amongst us? Shall we do nothing but 
copy the Parthenon in our public edifices, and the Greek 
tongue in our scientific nomenclature? A painter who copies 
only, will never be a true artist, and one who translates only, 
will never be a poet, and one who imitates only, will never be 
a philosopher. A tree grows from the strength of its vitality, 
the propitiousness of the soil, and the favor of sunshine and 
rain on the spot where it is planted ; not from the growth and 
richness of a distant forest. The American boy is too often 
only half educated, or educated in one direction, that is, men¬ 
tally, and little, if at all, in the direction that still makes 
Greece the silent companion and instructor of mankind. Even 
intellectual culture, itself, depends upon the strengthening of 
the intuitive powers, and not upon purely imparted ideas ; or, 
in other words, the capacity of deduction is not to be sacri¬ 
ficed to verbalism and memory. It is the mission of a practi¬ 
cal education not only to impart the elements of knowledge, 
but to draw forth the faculties and train them to act intelli¬ 
gently and successfully in all circumstances of life. This 
expression has, in fact, become stereotyped. The family and 
the world are also teachers, and the following lines of Goethe 
convey the grand and impressive truth that life is the school 
of manhood : 


71 


A noble man may to a narrow sphere 
Not owe his training. In his country he 
And the world must learn to be at home, 

And bear both praise and blame, and by long proof 
Of contest and collision nicely know 
Himself and others—not in solitude, 

Cradling his soul in dreams of fair conceit. 

A foe will not, a true friend dare not, spare him ; 

And thus in strife of well-tried powers he grows, 

Feels what he is, and feels himself a man. 

122. The Advantages of the American Citizen. —The Ameri¬ 
can citizen enjoys the benefit of other lessons besides those 
imparted in the schoolroom. His mental energy is constantly 
called into exercise by the greatest of all teachers—experience. 
He estimates the advantages and disadvantages arising from 
the administration of public affairs, and, by this valuable 
mental exercise, acquires knowledge and breadth of view. He 
acts as a voter, serves as a juror, and discharges the functions 
of an official. Called upon to scrutinize current events and 
the symptoms of the times, he keeps a sharp eye upon the 
markets, discusses, or hears others discuss, the relations of 
labor and capital, and watches public movements with more or 
less attention ; he thus acquires knowledge on a great variety 
of topics, and his reflections embrace a wide and fruitful field 
of social and civic observation. There is no country in the 
world where so many books are sold. Newspapers are every¬ 
where supported, dealing with all branches of science, history, 
politics, morals, poetry, art, and philosophy, besides dealing 
with sociology in all its aspects, especially with woman’s 
rights, duties, and position. All drawbacks notwithstanding, 
they perform their part in carrying on the great work of 
educating and informing the public mind. The churches, 
earnestly engaged in building temples, colleges, and schools 
for instruction in their various tenets, also support a vast 
ministry, publish books and pamphlets for distribution, and 
thus diffuse through almost all ranks of society a great amount 
of secular information, and exercise a salutary influence upon 
the life and morals of the people. Then, too, addresses upon 
public occasions and popular lectures keep the people up with 
the spirit of the times, and cultivate a cordial sympathy and 


understanding with the masses. Added to these instru¬ 
mentalities for good are public libraries, museums, con¬ 
gressional and legislative debates, literary and scientific socie¬ 
ties, popular assemblies, and conventions for all conceivable 
purposes. 

123. Lack of Practical Instruction. —Such, in a general 
way, in the wide sphere of practical life, is the education 
furnished by the intellectual activity of the age. Valuable, 
however, as all this is, it affords little instruction in the 
elements of natural science, and almost none at all in the 
practice or technics of industrial avocations. Its effect is one 
of general utility, possessing as little of practical individual 
instruction for the physician or the lawyer, as it does for the 
engineer, the artist, or the artisan. 

124. Preparation for Life.—How many, out of the numbers 
of young men who leave school, gifted with every mental 
and physical requisite for success, splendidly disciplined by 
all the teachings of early life, receive assistance from this 
elementary education in any practical pursuit they intend to 
follow ? They get along somehow, and many of them anyhow. 
The desire of reaching an honorable and useful condition is a 
stimulus ; in this country the field is broad and open to all. 
The brave and ambitious come out with success, while others 
in the stern and aimless struggle become dispirited and broken¬ 
hearted. The difficulty is being seriously considered, and 
remedies of practical value suggested. We have a remedy for 
that very numerous and important class who, occupied, after 
leaving the elemental school, with the engrossing pursuits of 
the struggle for life, need a technical training. We offer them 
a complete, thorough, and efficient system of instruction, 
enabling them to secure independence, respectability r , and suc¬ 
cess, making their homes happier, their lives brighter, and the 
communities in which they live richer and better for better 
equipped men. This is the high purpose, the splendid aim, 
the magnificent achievement, for country and humanity, for 
which The International Correspondence Schools, of Scranton, 
Pa., are designed and equipped as is no other institution on 
earth. 


73 


125. Universality of Industrial Employment. —Borne in 
mind it must be, by all with the public weal at heart, that the 
great body of the people spend most of their lives in the exer¬ 
cise of some industrial employment. The number of those 
who can exist without work is inconsiderable. Apart from 
common laborers, all others become artisans, manufacturers, 
merchants, farmers, or enter the professions. Education 
should be, therefore, directed to form in them the ability and 
knowledge which their business life requires, or at least to 
such an extent as the art of teaching permits. It should render 
them capable of exerting their intelligence and training in the 
situation they are to occupy. The lawyer, the physician, and 
the engineer gain instant practical assistance from their studies, 
but the schoolboy frequently reaps little direct practical advan¬ 
tage fitting him for his life’s duties, because the training of his 
intellectual powers is too often carried on at the expense of his 
manual and social virtues. Leaving school, he runs to and fro, 
seeking something or anything to do, scarcely a self-reliant, 
and certainly not a self-supporting, being. 

126. Division of Labor. —The prodigious development in 
the useful arts has introduced a division of labor almost end¬ 
less in variety, with an infinity of occupations, many requiring 
an extraordinary degree of technical knowledge in both the 
hands and the head. The improvement of all manufactured 
articles has, besides, undergone a surprising development in 
every country with which we hold extended commercial rela¬ 
tions. The rude system of apprenticeship has been superseded 
by technical training. What are you going to do with the 
children? Their parents are generally poor and have not 
much time or means to spare for their education. And, per¬ 
haps, in nine cases out of ten, they can but illy provide for their 
subsistence during infancy. You say, Send them to a trade. 
This, many of them, would gladly do, but for the difficulty, 
if not impossibility, under the present conditions, in finding 
one. A keen, prudent observer of our industrial conditions 
once put the case thus : “ Stand on Central Bridge, in the city 
of Milwaukee, at six o’clock in the evening, and see the 
thousands and thousands, not only of boys, but also of girls, 
with their baskets in their hands, going home from their day’s 


74 


work. They left their humble homes at six o’clock in the 
morning; they had their luncheon with them, and at six 
o’clock they are on their way home. They have had all the 
education their parents can afford to give them.” Justly, 
indeed, does he add that this puny and partial form of educa¬ 
tion cannot meet the demands of the present time. Why, 
then, let us ask, not give them an opportunity to acquire, or at 
least to fit themselves for afterwards acquiring, the trade or 
profession by which they are to support themselves? 

127. The Government a Mirror of the People.— Forms 

of government depend upon the amount of knowledge which 
the people have acquired. An ignorant man is incapable of a 
form of government based on intelligence, for it is not suited 
to his condition. But, as he grows in knowledge, he needs 
less and less the control of law, until he is sufficiently 
advanced to enjoy institutions which impose the least possible 
restraint upon his freedom and independence. He then dis¬ 
plays that refinement and intrepidity which we contemplate 
with unspeakable sympathy. Education is now carried out 
by popular suffrage, and is connected with government as the 
most immensely important institution under its care. The 
child is taught in the schoolroom. He is helpless, and has 
everything to learn. He believes what he is told, and obeys 
without being able to exercise his own reason ; but, as the bud 
contains within itself all that constitutes the fruit, so does he 
all that belongs to man. If he is, however, permitted to grow 
up into a man without instruction, the most groveling and 
debasing tendencies will likely sway the whole course of his 
life. In a society where ignorance prevails, one man differing 
but little from another, there can be but a limited stock of 
ideas to kindle their intelligence ; each one spends his time 
performing the drudgery of his station, and is as incapable 
of appreciating the communication of knowledge as he is of 
feeling any noble sentiment or aspiration. He becomes as 
little like a man as possible, and subsides into stoical indif¬ 
ference and stupid inactivity, or pales and trembles in mortal 
fear and superstition. Education is thus dependent upon the 
state, which is bound to see that it is provided for every child 
that it can reach. It exerts an influence beyond the mere 


75 


discipline of the schoolroom, in the elevation of life and 
character, and develops the peculiar characteristics and bright¬ 
ness of the individual. 

128. The Duty of Education. —Every part of education 
should tend to some useful purpose. As nearly all of the pupils 
are compelled to earn a living, it should improve the faculty 
which will render them able to meet this supreme necessity, 
and teach those branches of knowledge in which they have 
the deepest interest. In the great multiplicity of employ¬ 
ments, and the sharp competition which they engender, every 
workman is called upon to exert his capacity to open up new 
views of his art, thus contributing to the progress of his 
industry. Invention is on the alert, and every man has the 
strongest inducements to self-improvement. The artisan is no 
longer expected to fall into the dull routine of mere mechanical 
action. He is engaged in a contest where energy and skill will 
carry off the prizes, and where the unskilled and untrained 
workman will pay for his deficiencies by a sacrifice of all those 
comforts and improvements which are the reward of intelligent 
labor. No artisan can acquire this improved understanding 
without the technical training which too few possess. The 
people, having learned that industrial training of their chil¬ 
dren is the fountain of their prosperity, prefer elementary 
schools to prisons, and trade and technical schools to work- 
houses and emigration, school-rates to poor-rates. They, there¬ 
fore, look for some system of technical instruction for youth 
commensurate with the demand of the times, a system efficient, 
inexpensive, and practically within the reach of all. None can 
deny the value of public-school education for any useful 
pursuit. It renders them prompt to serve their country in 
official service, or on the field of battle. Our obligations to the 
public school are numerous and important; much of the 
general intelligence which distinguishes the United States is 
traceable to its teachings; it has given a fair start in life to 
thousands, and many of the most brilliant and accomplished 
men in the Union have been recruited from its walls. Its 
tendency is to elevate the character of our people, and ensure 
the best interests of society. How infinitely impotent are the 
detractions of prejudice against these noble results! Yet 


7G 


public-school training needs to be supplemented and followed 
by that industrial training which is its logical outcome, the 
imperative demand of our citizenship, the urgent necessity of 
our civilization ; for, while the useful arts of life have exer¬ 
cised the most marked influence upon our position in the scale 
of civilization, and furnished employment for a very large 
portion of those who have to earn a living, the necessity of an 
education commensurate with these wants and relations is not 
sufficiently recognized in the program of public instruction. 

129. Our Schools Designed for the Workingman. —The 

preface shows that our system is especially designed for those 
busy classes whom the pursuits of livelihood prevent from 
attending technical schools and colleges, and who, out of their 
leisure hours, must find time for the self-improvement and 
instruction their needs, their purposes, or their legitimate 
ambitions demand. A sound public-school education offers an 
excellent foundation for a course in The International Corre¬ 
spondence Schools. 

130. The Demands of Practical Life.—Practical life includes 
education, and the latter should respond with everything that 
life calls for. We want a training that will reach the great 
mass of workers. This is a matter of life and death. We do 
not want any more cheap workmen, for they are by far the 
most expensive in the end. Education must be based upon 
the physical as well as mental laws of our organization. Only 
half educate a man, and he is unbalanced. It is like setting a 
man to walk on one leg, or requiring a carpenter to work 
evenly without using the plumb-line, the water-level, or the 
square. Equilibrium is the foundation of what we technically 
term industrial education, which is the exact counterpart of 
literary culture. It is the equitable adjustment of our various 
faculties, the one giving strength and skill, and the other 
wisdom, refinement, and ingenuity. It is a balance of ideas 
and dexterity, of ability to suit the action to the thought—the 
alliance of mental and muscular devotion, in which industry 
shares in what has been perhaps, too long, the exclusive 
empire of literary instruction.* 


*“ Education in its Relations to Manual Industry.” 



NATIONAL AND SOCIAL 
ADVANTAGES. 


131. Technical Education the Harbinger of Contentment.— 

Any system of instruction tending to fit citizens for the useful 
arts, making them self-supporting, independent, and enlight¬ 
ened, tends also to secure an equality of conditions of paramount 
importance, especially in a republic like America, whose motto 
should be, “ No millionaires and no paupers.” To the keen 
observer from abroad, one of the striking features of American 
life, especially outside the large cities, is the contentment of 
the masses of the people. Deficient as we still are in providing 
all those in need of technical education with this great social, 
civic, and industrial boon, America has made much advance¬ 
ment in the training of her citizens, principally by individual 
effort, to fulfil the duties of practical life and every-day industry. 
The contentment so fortunately observable in American life 
arises from the fact that so many of our citizens have, in some 
way, acquired a training fitting them for their life occupation. 
How solid and indestructible would be our social system and 
civic conditions were all our citizens blessed with such a train¬ 
ing ! What an unspeakably splendid boon is that which a 
system like The International Correspondence Schools, of 
Scranton, Pa., confers upon this nation and upon mankind by 
placing this training within reach of all, irrespective of class, 
color, sex, or condition ! 

132. The People Outside of the Great Cities. —“Those 
who think that it would be easy for our industrial discontent 
to ripen into social revolution, have not taken account of the 
largest element in our national polity, the people outside of 
the great cities.” This is the proposition laid down at the 
beginning of a suggestive article by “Octave Thanet” (Miss 
Alice French) in the October, 1894, “Forum.” 

Miss French describes particularly “the contented masses” 
as she finds them in Iowa ; but much of her account applies 
equally well to other parts of the country. The provinces, she 

77 


78 


says, are not yet prepared to upset the present industrial 
scheme, on the chance that a few agitators may instantly pro¬ 
vide a better. 

133. The Provincial Workingman More Than an Indi¬ 
vidual. —“There is one distinct advantage that the provincial 
workingman enjoys: he counts for more as an individual. 
Besides the physical helps of better air and cheaper living, he 
has the indefinite but steady consciousness of social and civic 
independence, resting on general respect. The workingman 
in the city is flattered by the politicians and the newspapers; 
but is too frequently not respected. In the country, John 
Smithers, the best foreman in the shop, is consulted by the 
head of the firm, has his wages paid when he is ill, knows 
every one on the street, and is asked to run for alderman, not 
as a labor candidate, but as the best man of his party. In the 
provinces, the workingman is a man and a citizen before he is 
a workingman ; in the cities he is fast growing to be a work¬ 
ingman, not only first, but last. (The International Corre¬ 
spondence system of instruction is designed to make him 
anywhere and everywhere a worthy citizen.) 

134. The “Brotherhood” of Man.—“The tvorkinginan’s 
best opportunity in the provinces is this fluidity of condition. 
Not only does it make an Arabian Night’s elevation possible 
to the poorest; it has a farther-reaching, more subtly-pervasive 
power ; it mingles all classes together, and creates that inde¬ 
scribable atmosphere of human friendliness which is the 
deepest spiritual charm of the West. An intimate acquaintance 
with less favored lives is the surest cement of society ; per¬ 
haps that is why its structure stands firmest in the quiet 
Western provinces. For this open-handed willingness to 
touch other lots and ‘ help those who cannot help again,’ 
this feeling that nothing human is foreign to any man or 
woman, and the divine hopefulness that accompanies it, are 
as Western as our prairies and our sky. 

133. The Rights of the Individual. —“And that is why 
we of the West, in spite of all her crude and violent faults 
(so patiently and perspicuously explained to us by our true 
friends of the East), love her and believe in her. The little 


79 


segment of the West that I have tried to describe is not in 
Altruria; it is in Iowa, and it is quite content with its geog- 
raphy. It is founded on the rights of the individual rather 
than those of the community ; it has no sympathy with social¬ 
istic dreams ; it is just a Western town of honest, hard-work¬ 
ing, kindly, decently selfish men and women, who are not 
working for the golden age of brotherhood, but to provide 
for their families ; yet nowhere do I know of any place where 
there is less friction between the classes, or where all classes 
help each other more along our rough and checkered road.” 

136. The Blessings of Technical Education. —Do we wish 
the contentment that prevails in the great commonwealth of 
Iowa to pervade this whole republic and make the work of 
our nation’s founders enduring and ineffaceable? If so, let us 
see to it that the untold blessings of technical education are 
enjoyed by all citizens, especially by the youth of the land. 
Iowa is mainly an agricultural community, but there is no 
valid reason why the same conditions of equality, content¬ 
ment, and happiness, prevailing in an educated agricultural 
community, should not to a like extent be enjoyed by indus¬ 
trial populations. Grant our industrial masses these much 
desired and coveted benefactions, and you will have a nation 
whose prosperity, resting on solid basis, must prove the envy 
and admiration of the world, the bulwark of liberty, equality, 
and fraternity, the pledge and security of human advancement, 
the crown and culmination of human achievement. 

What our hitherto restricted systems of technical instruction 
have done for America, is quite evident from the fact that our 
nation is already fast becoming the world’s workshop. 

137. The World’s Workshop.— While our wonderful export 
trade in the fiscal year just ended has, according to a Wash¬ 
ington letter, dated August 4, 1898, attracted much attention, 
the most interesting and really wonderful feature of it has 
been, in some degree at least, overlooked. While our expor¬ 
tations of agricultural products during the year have been 
wonderful, surpassing in value those of any preceding year in 
the history of the country, thus attracting universal attention, 
the exportations of manufactures is, when considered in 


80 


detail, equally interesting in its bearing upon the general 
commerce and prosperity, both present and future, of the 
nation. 

138. The Exportation of Domestic Manufactures.— The 
exportation of domestic manufactures in the fiscal year 1898 is 
set down, by the records of the bureau of statistics of the 
treasury department, at $288,871,449, or nearly twelve million 
dollars greater than any preceding year in the history of the 
country. This is especially interesting in view of the fact that 
the imports of manufactures during the year were abnormally 
small. In addition to this, it is reasonable to suppose that the 
purchases of manufactures by the people of this country in the 
prosperous year just ended were unusually great, both by 
reason of the increased earnings and the further fact that dur¬ 
ing several preceding years their purchases in these lines had, 
because of the financial depression, been light. For these two 
reasons, the smallness of importations of manufactures and 
the probable increased consumption of manufactures by our 
own people, it is reasonable to suppose that the home demand 
upon our own manufactures was unusually great, thus redu¬ 
cing, to some extent, the attention which they had formerly 
been able to give to an invasion of foreign markets. In addi¬ 
tion to this, it has been feared by some that the increased 
customs rates adopted a year ago would result in the reduction 
of the purchases of our goods by citizens of other nations ; but 
this expectation has not been realized. 

139. A Phenomenal Increase. —In view of these facts, the 
large exportation of manufactures in the year just ended is, to 
say the least, a very notable feature of the commerce of this 
remarkable year. The total exportation of manufactures for 
the year, as already indicated, is $288,871,449, or more than 
double that of a decade ago, almost three times as much as 
that of 1880, more than four times as much as in 1870, and 
seven times as much as in 18(50. IIow much the Centennial 
Exhibition had to do with awakening a taste throughout the 
world for our manufactures and products which were there 
exhibited, would be difficult to say, but it is an interesting 
fact, at least, that, in that year (1876), the exportation of 


81 


manufactures for the first time touched the hundred-million- 
dollar line, and since that time has gone steadily forward, 
until, in 1898, it reached $288,871,449, or nearly twelve million 
dollars more than in any preceding year. 

140. What Our Customers Buy. —What are the manufac¬ 
tured articles which we have so freely exported, and who have 
been their purchasers ? To answer these in detail would occupy 
much space, for they include almost every variety of article that 
could be imagined, and go to everjr part of the world. Of 
agricultural implements, the exportations of the fiscal year 1898 
were $7,609,732, against $2,645,187 in 1888. They went to 
Great Britain, France, Germany, British North America, 
Central and South America, British East Indies, and Austral¬ 
asia, other parts of Asia and Oceanica, and even to Africa, while 
the great grain fields of Russia also drew largely upon our 
manufactures in this line. Our cars for street and steam 
railways went to all parts of Europe, China, Japan, and the 
East Indies, to Brazil, to Cuba, to Central America, Hawaii, 
Mexico, and Africa, the value of this class of exportations for 
the year amounting to $3,424,419. Our cotton goods went to 
every part of the world, China, British North America, South 
America, and Oceanica being the largest purchasers, the total 
exports of cotton manufactures for the year being $17,024,092, 
against $9,999,277 in 1890. 

People in Africa and China and British East Indies, and in 
Cuba and British Australasia, and Japan and Mexico, as well 
as all parts of Europe, are riding our bicycles, the exportation 
for the year being $6,846,529, against less than two million 
dollars in the fiscal year 1896. Our exportations of copper and 
the manufactures thereof have increased enormously in the 
past few years, being $32,180,872 in the fiscal year just ended, 
against $3,812,798 in 1888. Of refined mineral oils, the expor¬ 
tation during the year amounted to $51,782,316 in value, against 
$47,042,409 in 1888. The value of the year’s exportation of oil 
is slightly less than than that of the preceding year, which was 
$56,463,185, but this is due altogether to a reduction in price, 
the number of gallons exported being 65 millions greater than 
in the preceding year. Every part of the world accepted and 
used our illuminating oil, more that 12 million gallons going to 


82 


Africa, 20 millions to British Australasia, 44 millions to China, 
and 53 millions to Japan. The largest article or class of articles 
included in the list of exports of manufactures is “manufactures 
of iron and steel.” The value of this single class of exports in 
1898 was $70,367,527, against $30,106,482 in 1893, and $17,763,034 
in 1888, thus showing an increase of 300 per cent, in ten years, 
while there has, it need scarcely be said, been a corresponding 
decrease in the importations of manufactures of iron and steel, 
which fell from $48,992,757 in 1888, to $12,615,013 in 1898. 


141. Table of Exports. —The following table includes the 
more important articles of domestic manufacture exported in 
the fiscal year 1898, compared with those of 1888 : 


Articles Exported. 

Value, 

1898. 

Value, 

1888. 

Starch . 

8 1,850,353 

8 202,932 

Flax, hemp, and jute manufactures 

2,557,465 

1,391,316 

Instruments for scientific purposes . . 

2,770,803 

714,514 

Cars, carriages, etc. 

3,424,419 

2,243,756 

Fertilizers. 

4,359,834 

1,255,028 

Tobacco, manufactures of. 

4,818,493 

3,578,457 

Paper, and manufactures of. 

5,494,504 

1,078,561 

Paraffin and Paraffin Wax. 

6,030,292 

2,168,242 

Cycles, and parts of. 

6,846,529 

. • • • 

Agricultural implements. 

7,009,732 

2,645,187 

Chemicals, drugs, dyes, and medicines 

9,441,760 

5,633,972 

Cotton, manufactures of. 

17,024,092 

13,013,189 

Leather, and manufactures of ... . 

21,113,640 

9,583,411 

Copper, and manufacture of .... 

32,180,872 

3,812,798 

Mineral oil, refined. 

51,782,316 

47,042,409 

Iron and steel manufactures .... 

70,367,527 

17,763,034 ! 


142. Inadequacy of the Means for Technical Instruc¬ 
tion.—The magnitude of the demand for technical instruction 
in the United States is greater than usually supposed, and the 
real need—which vastly exceeds the demand—far beyond the 
ordinary estimates of even the educator engaged in this special 
work. It has been estimated that were the United States, as a 
whole, to provide as liberally for the technical education of the 
people as do some of the provinces of France, and of Germany 
































83 


especially, there would be established twenty technical uni¬ 
versities, having in their schools of engineering and higher 
technics 50 instructors and 500 pupils, each ; fifty trade schools 
and colleges, of 20 instructors and 300 students each ; two 
thousand technical high schools, or manual-training schools, of 
10 instructors and 200 pupils each. 

That is to say, there should be in the United States today, 
1,000 university professors and instructors, and 10,000 students 
under their tuition, studying the highest branches of technical 
work ; there should be 1,000 college professors and 15,000 
pupils in trade schools, studying for superior positions in the 
arts ; 20,000 teachers engaged in trade and manual-training 
schools, instructing pupils, 400,000 in number, proposing to 
become skilled workmen. We have in this country 10,000,000 
families, among which are at least 1,000,000 boys who should 
be in the latter class of schools. 

143. Technical Education and the Condition of the Indus¬ 
trial Classes. —The beneficial effect of technical instruction 
upon the condition of the industrial classes is very forcibly 
stated in the replies of the British ministers abroad to inquiries, 
some years ago, addressed to them by Lord Stanley for informa¬ 
tion on this subject. From the selections of Mr. Stetson, we 
give the answer of Mr. Lowther, from Berlin, who says : 

144. The Prussian Workman. —“The advantage obtained 
is that there has been a very good class of workmen established, 
which thinks and has a knowledge of the things it is required 
to make, and consequently comprehends more easily. The 
class of workmen has also become better mannered, more 
civilized and refined. The middle class of trades-people has 
been able to raise the profession ; it has been able to carry 
into effect all repairs in factories, and to arrange and direct 
them in such a way that they were cared for in the most con¬ 
venient manner. It has been able to introduce new methods 
in manufactures. The high education of German engineers 
has caused the profession to be very much sought after on 
account of its extensive and fundamental knowledge. 

“By means of all these circumstances, Prussian estab¬ 
lishments, like Prussian industry, have been able to raise 


84 


themselves. * * * The workmen feel the influence of the 
knowledge they have acquired, and are anxious to attend the 
lectures at their unions, which conduce to show the workmen 
the importance of theoretical knowledge.” 

145. The Workmen of Belgium.—Lord Howard de Walden, 
in his reply, says that the benefits which these institutions 
have conferred and are conferring upon the working popula¬ 
tion of Flanders, as regards their material prosperity, and in 
opening a career of remunerative labor to all who are willing 
to avail themselves of the opportunity placed within their 
reach, while teaching them, at the same time, early habits of 
discipline and order, are incontestable. With his reply he 
sent the report of the Minister of the Interior on industrial 
education in Belgium. Of the good influence of the school at 
Soignies, the minister says : “The school has a good influence 
upon the working class and upon the industry of the town of 
Soignies and the neighborhood. It provides this industry 
with efficient powers and skilled workmen, who work the 
stone with taste, and execute the most complicated work, and, 
above all, remarkable carvings, which the owners of the 
quarries could hardly undertake before, or which they were 
obliged to have executed elsewhere. On the other hand, it 
provides the pupils with knowledge which enables them to 
improve their conditions considerably. It also acts favorably 
on their morality, giving them a taste for study, and ideas of 
order and providence, which contribute to the spread of well¬ 
being and competency in families.” 

146. Educated Firemen and Stokers. —These communi¬ 
cations were made as early as 1867, and since then the schools 
have greatly increased, and the good influence of art and 
manual instruction have been extended to a great variety of 
work which employs skilled labor. M. Ilaverez, at the head 
of the school at Yerviers, describes at a still later date the 
extraordinary results of the education at that place, and in 
his speech gives an account of a school founded at Lille, 
designed for firemen and stokers, and of this one he says : 

147. Graduates Much Sought After. —“The young work¬ 
men received all the knowledge for heating boilers well, and 


85 


for keeping them in good condition and safety. Those engaged 
in the working of mines soon perceived that the workmen who 
came from this school heated the boilers better and with less 
coal than did other workmen, and that they escaped many 
accidents and repairs and stoppage of machinery. These fire¬ 
men were therefore much sought after, and everywhere they 
were, very properly, able to demand higher wages, because 
their work was of more value to their employers. Already, in 
Charleroi, the situations of foremen in collieries, furnaces, and 
mechanics’ shops, are only given to those overseers who have 
obtained a diploma of the professional school of Charleroi.” 

Indeed, the advantages conferred by this instruction upon the 
workmen are corroborated by the strongest testimony and in 
many ways. The pupils find employment at good wages, their 
labor brings more than that of ignorant workmen ; they are 
more likely to obtain preferment, for they are more intelligent 
and more useful; they are better fed, better clothed, better 
housed, and better behaved ; and their condition, morally and 
socially, improved in a very remarkable degree. 


IDLENESS, POVERTY, 
AND CRIME. 


148. Intelligent Workmen Are Good Citizens. —Intelligent 
labor is the cheapest as well as most efficient police of society, 
the mainstay of law and order. Securing ample and respect¬ 
able means of subsistence, it effectually removes inducements 
to idleness and vice. It is an old proverb that idleness leads 
to poverty and often to crime. A good journeyman is usually 
a good citizen. We seldom, if ever, hear of a skilled machinist 
in the penitentiary. Recorder Vaux once gave some inter¬ 
esting figures concerning the penitentiary at West Philadel¬ 
phia. They cover two decades, from 1860 to 1880. In the 
first, there were 1,605 prisoners received. Of these, 1,115 
could both read and write, but 1,217 had never beep 




86 


apprenticed to a trade. In the second decade, there were 2,383 
prisoners received. Of these, 1,677 could read and write, but 
1,950 had never been apprenticed. 

149. The Criminal Classes.— There are, it is said, only four 
persons out of every hundred in Pennsylvania that cannot read 
or write ; it follows that this four per cent, furnished in the 
first decade nearly one-third of the criminals in the Philadelphia 
penitentiary. It is also stated that less than twenty per cent, of 
the total population of Pennsylvania are apprenticed ; it follows 
that the criminals were furnished in about equal proportions 
from those apprenticed and those unapprenticed. In the 
absence of official documents, we rely for these statistics upon 
one in a position to know. These criminals had been taught 
no useful art, and their intellectual training had little or no 
influence in counteracting their criminal propensities. The 
tramp is a recent phase of debasement. The crowded tene¬ 
ment-houses in our large cities swell immensely the statistics 
of brutality and dishonor, and we may well assume that an 
artisan with competent knowledge of his profession never 
gravitates to these dens of wretchedness and squalor. 

150. The Increase of Crime. —Mr. Geo. S. Angell, who 
abounds in all kinds of good works, states that, out of 1,368 
prisoners in the Auburn State Prison, New York, some time 
ago, 1,182 had a greater or less education in colleges, academies, 
public schools, and elsewhere. As showing the increase in 
crime, he states that even in Massachusetts it doubled in one 
decade. In 1865 there were about 10,000 persons confined in 
the various prisons of the State, and during the year 1875 there 
were 20,000; and about twice as many arrests are made 
annually in the city of New York as were made in all Massa¬ 
chusetts during the year 1880—namely, 71,477. He also shows 
that the destruction of property by fire increased in ten years 
from $35,000,000 in 1868 to about $100,000,000 in 1878; that 
there are large organized societies of criminals throughout the 
country ; that the largest proportion of the criminal classes 
are young men not over the age of twenty-five years; that 
generally they can read and write ; and that in no country 
are life and property more insecure than in portions of the 


87 


United States. Among the principal remedies he suggests are 
industrial schools and the planting of colonies on the unoccu¬ 
pied lands of the Government, in order to give occupation to 
the unemplo} T ed. 

From this it would appear that a mere deficiency of ordinary 
education has less to do witli the existence and appalling 
increase in crime than idleness and the lack of knowing how 
to work. 

151. The Cost of Crime. —In referring to criminal statistics, 
a recent writer has remarked : “The cost of the depredations of 
property, the detection and detention of criminals, their trials, 
the cost of their support in prisons throughout the United 
States, and all the paraphernalia of criminal jurisprudence, 
might be set down, at the least calculation, at $500,000,000. 
Put this sum of money in industrial schools throughout the 
country, and it will give fifty dollars a head for every child in 
the land. This would be a cheap investment compared to the 
expense of detecting, adjudging, and maintaining criminals ; 
for this is ‘ a stone that can never be rolled to the top of the 
hill,’ but ever rolls back again ; while industrial education 
would give us, out of one generation of children, a cheerful, 
orderly, serviceable people, self-respecting and respectful of 
law.” 

152. Industrial Education the Best Remedy. —The remedy 
here suggested for the evils complained of is a substantial one, 
namely, to train those who are to become citizens, in the fun¬ 
damental rudiments of the arts of necessity—to teach them to 
do something. If this is not done, the things that have hap¬ 
pened will be repeated indefinitely, and the children delivered 
up to the thought that there is no work in which they can 
engage, and no way possible in which they can acquire a 
knowledge of work, without great drudgery and waste of time. 
They will thus inevitably acquire a disposition to get along as 
best they can without it; and to yield to the example of so 
many others in a sort of disdain for those who labor, until 
they confound all obligations to be useful into a skepticism of 
their ability to earn an honest living, and that, as the public 
has educated them into this belief, it ought to support them. 


88 


Who can doubt the salutary influence of practical teaching 
upon the great evil of society—idleness—and the consequences 
which flow from it? The pupils would find as much interest 
as profit in industrial lessons—lessons at once scientific and 
useful—in harmony with modern demands, and preparing the 
future citizen, the future artisan, and the men of action who 
are to carry on the great industries of society, in which the 
laws of God are to be respected, justice upheld, intellect cul¬ 
tivated, taste diffused, and human existence embellished by 
industry, morality, and genius. In the relations of life there 
is a moral obligation to know something practical in order to 
live, and a knowledge of exterior things is necessary to guide 
us surely in regard to what is either useful or good. 

153. Edward Everett Hale’s Opinion.—Edward Everett 
Hale says : “The great duty of the state is to make the most 
of every child born in the state. We begin bravely on the 
broad system of public schools, but it must be remembered 
that the average Boston boy leaves school forever before he is 
twelve years old.” 

154. The State’s Duty.—Mr. Hale continues: “ The state 
has determined wisely that all large towns shall have Latin 
and Greek taught in the public schools, and shall prepare boys 
for college. It has determined wisely that they shall teach 
drawing in these schools, resolving to develop the hardly bud¬ 
ding genius of art in our manufactures. Let it determine with 
the same wisdom not to be dependent on the workshops of 
other lands for the skilled workmen whom it must have if its 
great enterprises are to prosper.” 

155. Massachusetts. —The Boston “Saturday Evening 

Express ” says : “ We have in our state (Massachusetts) about 

three hundred thousand persons who have no practical 
knowledge in any trade, art, calling, or profession by which to 
obtain a living, these being useful only as a reserve from which 
a draft can be made for tramps, political bummers, thieves, 
jailbirds—candidates for all our penal institutions. Nine- 
tenths of all the criminals arraigned and corrected are persons 
who have no technical education.” 


89 


156. American Social Science Association. —Industrial 
education as a preventative of crime was discussed by the Ameri¬ 
can Social Science Association, as far back as 1877, in Boston, by 
a committee consisting of Wendell Phillips, S. P. Ruggles, 
Elizur Wright, Edward Everett Hale, and John Newell. In 
this discussion they say: “How shall we train for the wide 
field of responsibility that lies before them, the children and 
youth who are to succeed us in this world, so changed by 
science and inventions?” 

157. The Opinion of Wendell Phillips.—Says Wendell 
Phillips: “Idleness is surely one of the first temptations to 
vice. Children should be taught how to work, and, if possible, 
trained to love work. Seven out of ten who come out of our 
public schools would prefer a trade by which to make a living 
by the work of their hands, but hundreds leave school at fifteen 
years of age, wholly unable to do anything for which any man 
would give them a dollar. And further, in my judgment we 
have no right to take a man’s child from him and keep him 
until he is fifteen, or to induce a man to trust his child with 
us, and then hand him back unable and unfit to earn his 
bread. We have done the boy and the city a harm rather 
than good. Education means fitting man for his life ; we have 
rather unfitted than fitted such a boy for the life of labor which 
is to be his destiny. Our system helps the literary class to an 
unfair extent when compared with what it offers to those who 
choose some mechanical pursuit. Our system stops too short; 
and as a justice to boys and girls, as well as to society, we 
should see to it. Its main features must be added to our public- 
school system, which daily becomes more unequal to the task 
it assumes.” 

158. The Failure to Adapt Means to Ends. —The essential 

cause of poverty is the failure to adapt means to ends. A 
woman in the Tennessee mountains explained once the condi¬ 
tion of the “ poor whites ” in these words : “ Poor folks have 

poor ways.” That their ways are poor is the cause of their 
economic weakness. And again it is written : “The destruc¬ 
tion of the poor is their poverty.” Without skill to bring 
about favorable results, the poor are constantly victims of 


90 


circumstances. These conditions of their lives lead to reduced 
vitality, lowered morality, and loss of self-respect. Effective 
life demands, as Huxley tells us, “absolute veracity of thought 
and action.” Those who lack this will always be poor, what¬ 
ever our social or industrial conditions, unless they become 
slaves to the will of others, or unless their weakness be placed 
as a burden on collective effort. It is certainly true that, even 
though each man in America were industrious to the full 
measure of his powers, the poor would still “be with us.” 
There will always be impracticable and incapable men, those 
who put forth effort enough, but who can do nothing for others 
that others are likely to value. There will still be the sick and 
the broken, the weak and the unfortunate. But if these were 
our only poor, all men would be their neighbors. Statistics 
have shown that, of ten persons in distress in our great 
cities, the condition of six is due to intemperance, idleness, 
or vice, three to old age and weakness following a thriftless or 
improvident youth, and one to sickness, accident, or loss of 
work. 

159. The Giving of Alms.—The unfortunate poor are but a 
small fraction of the great pauperism. Were there no pretend¬ 
ers, all who travel on the road to Jericho should be Good 
Samaritans. Why not ? The impulse to charity is the common 
instinct of humanity; but the priest and Levite of our day 
have been so many times imposed upon that all distress is 
viewed with suspicion. The semblance of misfortune is put on 
for the sake of the oil, and the wine, and the pieces of silver. 
We “pass by on the other side ” because in our times we have 
learned that even common charity may become a crime. We 
have seen the man who has “fallen by the wayside” put 
vitriol in his children’s eyes that their distress may appeal to 
us yet more strongly. We have learned that to give food to 
starving children thereby helps to condemn them to a life of 
misery and crime. To give something for nothing is to help 
destroy the possibility of self-activity. And money gained 
without effort is ill-gotten gain. A blind man, to whom some 
one offered money, once said : “ We should never give money 
to a blind man ; for he needs all the strength he can have to 
help him compete with men who can see.” Ill-timed help 


91 


destroys the rationality of life. If the laws of life were changed 
so that the fool and his money were less easily parted, money 
would be wasted still more foolishly than now. 

160. Opportunity is the Earnest Man’s Fortune. —Money 
given outright is as dangerous as a gift of opium, and its results 
are not altogether different. Only the very strong can receive 
it with safety. Only the very earnest can repay with interest 
the loans of the gods. Unearned rewards cut the nerve of 
future effort. The man who receives a windfall forever after 
watches the wind. There is but one good fortune to the 
earnest man. This is opportunity; and sooner or later 
opportunity will come to him who can make use of it. Unde¬ 
served help brings the germs of idleness. Even nature is too 
generous for perfect justice. She gives to vagabonds enough 
to perpetuate vagabondage. 

161. The Strength of New England.—The strength of New 
England lay in this—that on her rocky hills the industrious 
man only could make a living, and with the years the habit 
of industry became ingrained in the New England character. 
This strength today is seen wherever New England influences 
have gone. The great West was built with the savings of 
New England. Go to the prairies of Iowa, where the earth 
gives her choicest bounty for the least effort; over and over 
again you will find that these rich farms bear mortgages given 
to some farmer on the Massachusetts hills. The poor land of 
the mountains, worked by a man who gave his time and 
work, yields enough to pay for the rich land, too. The Iowa 
farmer must work with equal diligence if he is to hold his own 
against the competition of Massachusetts. 

162. Springtime Duties. —“Not long ago,” writes David 
Starr Jordan, “I crossed the state of Indiana on a railway 
train. It makes no difference where or in what direction. It 
was a bright day in April, when the sun shone on the damp 
earth, and when one could almost hear the growing of the 
grass. There are days and days like this which every farmer 
boy can remember, days which brought to him the delight 
of living ; but to the thrifty farmer these days brought also 
their duties of plowing, and planting, and sowing. The hope 


92 


of the spring was in all this work, and no one thought of it as 
drudgery. The days were all too short for the duties which 
crowded, and the right to rest could only come when the grain 
was in the ground, where the forces of nature might wake it 
into life. An hour in the growing spring is worth a week 
in the hot midsummer ; and he must be a poor farmer, indeed, 
who does not realize this. 

163. The Freedom of the Farmer. —“And I thought that 
day of the freedom of the farmer. He trades with nature 
through no middleman. Nowhere is forethought and intel¬ 
ligence better paid than in dealings with Mother Nature. She 
is as honest as eternity, and she never fails to meet the just 
dues of all who have claims upon her. She returns some 
fiftyfold, some a hundredfold, for all that is intrusted to her— 
never fiftyfold to him who deserves a hundred. 

164. Idleness.— “ Just then the train stopped for a moment 
at a flag-station—a village called Cloverdale, a name suggestive 
of sweet blossoms and agricultural prosperity. A commercial 
traveler, dealing in groceries and tobacco, got off ; a crate of 
live chickens was put on, and the cars started again. The 
stopping of the train was no rare event in that village ; for 
it happens two or three times every day. The people had 
no welcome for the commercial traveler, no tears were shed 
over the departure of the chickens ; yet on the station steps 
were counted forty men and boys who were there when the 
train came in. Farm boys, who ought to have been at work in 
the fields ; village boys, who might have been doing something 
somewhere—every interest of economics and esthetics alike 
calling them away from the station and off to the farms. 

165. “ Gapers.”—“ Two men attended to the business of the 
station. The solitary traveler went his own way.. The rest 
were there because they had not the moral strength to go any¬ 
where else. They were there on the station steps, dead to all 
life and hope, with only force enough to stand around and ‘gape.’ 

“At my destination I left the train, and going to the hotel, 
I passed, on a street corner, the noisy vender of a rheumatism 
cure. Sixty men and boys who had no need for cures of any 
kind—for they were already dead—were standing around 


93 


with mouths open and brains shut, engaged in killing time. 
I was sorry to see that many of these were farmers. All this 
time their neglected farms lay bathed in the sunlight, the 
earth ready to rejoice at the touch of a hoe. 

166. The Prime Need. —“Whoever will prosper in any' 
line of life must save his own time and do his own thinking. 
He must spend neither time nor money which he has not 
earned. He must not do in a poor way what others do in a 
better. The change of worse men for better is always pain¬ 
ful—it is often cruel. But it must come. The remedy is to 
make men better, so that there need be no change. 

167. The Dominance of Brain. —“ The rise of the common 
man which has been going on all these centuries demands 
that the common man must rise. This is the ‘ change from 
status to contract,’ to use the words of Sir Henry Mayne, 
which is the essential fact in modern progress. But this 
rise has its sorrows as well as its joys. Men cannot use 
the powers and privileges of civilization without sharing its 
responsibilities 

“ In the progress of civilization every form of labor must 
tend to become a profession. The brain must control the 
hand. The advance of civilization means the dominance of 
brain. It means the elimination of unskilled work. The 
man who does not know, nor care to know, how farming 
is carried on, cannot remain a farmer. Whatever human 
laws may do, the laws of the gods will not leave him long in 
possession of the ground. If he does not know his business, 
he must let go of the earth, which will be taken by some one 
who does. In the words of a successful farmer whom I know, 

‘ Let other people’s affairs alone, mind your own business, and 
you will have prosperity.’ If not in the fullest measure, it 
will still be all that you have paid for, and thus all that you 
deserve. 

168. Time Saving.—“I have wished to teach a single 
lesson, true alike to all men—the lesson of the saving of time. 
To you, as students, I may say, The pathway of your lives 
lies along the borders of the Land of Manana. It is easy 
to turn into it and to lose yourselves among its palms and 


94 


bananas. That thus far in your lives you are still on the right 
way is shown by your presence here today. Were it not so, 
you would be here tomorrow. You would wait for your educa¬ 
tion till the day that never comes. 

' 169. The Great Factor.—“ Different men have different 

powers. To come to the full measure of these powers, consti¬ 
tutes success in life. But power is only relative. It depends 
on the factor of time. With time enough, we could, any of us, 
do anything. With this great multiplier, it matters little what 
the other factor is. Any man would be all men, could he have 
time enough. With time enough, all things would be possible. 
With eternity, man becomes as the gods. But our time on 
earth is not eternity. We can do but little at the most. And 
the grim humorist reminds us ‘ we shall be a long time dead.’ 
So every hour we waste carries away its life, as the drop of 
falling water carries away the rock. Every lost day takes 
away its cubit from our stature. 

“So let us work while it is day, and when the evening falls 
we may rest under the shade of the palm-trees. He who has 
been active has earned the right to sleep ; and when we have 
finished our appointed work, ‘ the rest is silence.’ The toil¬ 
some, busy earth on which the strength of our lives has been 
spent shall be taken away from us. It shall be ‘ rolled away 
like a scroll,’ giving place to that eternity which has no limit 
nor environment, and whose glory is past all understanding.” * 


THE DEMAND IN AMERICA. 


170. The Commercial Future.—Our recent successes in the 
war with Spain have added enormously, not only to our 
responsibilities, but to our opportunities. Technical educa¬ 
tion is the key to American supremacy in the keen commercial, 
industrial, and political rivalries of the great nations of the 
earth. The next ten years will decide what nation it is that is 
to control the commercial future of the Pacific. 


* “ Care and Culture of Men.” 





95 


One hundred and twenty-five years ago, Edmund Burke, 
speaking on the floor of the House of Commons of England, 
declared that there was no sea unvexed by the toil and indus¬ 
try of American seamen. Within the next quarter of a century, 
some other great statesman will bear witness to the fact that 
American vessels are frequent and busy visitors to every seaport 
in the world. A new and mighty national navy is to be created 
for the protection of our coasts. The construction of the 
Nicaragua Canal, bringing our Pacific coast into easy and rapid 
communication, not only with the Atlantic littoral, but with 
the ports of Britain and Europe generally, will demand an 
immense commercial fleet to meet the needs of the greatest 
commerce mankind has ever yet witnessed. 

171. The Industrial Future. —When we have said this we 
have predicted little of what is certain soon to come to pass in 
the industrial activity of America. Railroads will be con¬ 
structed, making the great wheat fields of British America, the 
splendid fisheries of Hudson’s Bay, the gold fields of the 
Yukon, British Columbia, and Alaska tributary to our older 
and more populous states and territories. Only the other day, 
Governor Brady, of Alaska, declared that the Pribilof Islands, 
off the Alaskan mainland, offered the most promising of pasture 
lands to be found. Here, and elsewhere along the lower 
Alaskan coast, flocks of sheep and cattle will be fed, and vessels 
needed to convey them to the great cities on the Atlantic and 
Pacific coasts of America, as well as to the busy marts of the 
old world. But this is not all. The annexation of Hawaii and 
the conquest of the Philippines open the door of Oriental com¬ 
merce to American educated enterprise. 

172. Character of the Eastern Trade. —The character of 
the Eastern trade, too, will be suited exactly to the present 
situation of the people of the United States. We have come to 
a point of development where we need takers of our manufac¬ 
tures. The products of our soil, beyond domestic needs, go to 
Europe ; but Europe, in the nature of things, can take but 
little of the products of our mills. We have, for years past, 
been looking for markets toward the West Indies and toward 
the agricultural peoples of South America, and have, by treaties 


96 


of reciprocity and by the acquainting influences of such 
institutions as the Bureau of American Republics, assiduously 
cultivated these fields. Nor have our hopes been wholly 
disappointed. Commerce and manufactures have felt the 
cheering effects of growing trade from these directions. But 
all the West Indies and South America combined contain not 
one-eighth the population of this new field. The wants of 
almost a half score of people beckon us from across the Pacific 
for the wants of every one that call to us from the Southern 
hemisphere. They are a people, too, who, like the people of 
South America, and, unlike those of Europe, are in need of 
manufactures, and will call for that side of our resources in 
their development. A trade of that nature will exactly 
supplement the character of trade we already have with 
Europe. Could our situation be more fortunate? Lying 
between two great and populous continents, with the high¬ 
ways of the ocean to each, we should feed the one from our 
cornfields and supply from our centers of industry the things 
involved in the wants of the other. The opportunity is at hand 
to become the workshop as well as the granary of the world. 

173. Our Duty in the Far East. —But fortune like this will 
not fall, fully ripened, into our lap. We must assume responsi¬ 
bilities and make preparations proportionate to the results to 
be achieved. Obviously the first need is the right to go into 
Asia on equal terms with other people. This we must be pre¬ 
pared to demand. The Great Bowers of Europe, accustomed 
through centuries to the planting of new settlements, and to 
regulations under which the trade of these is exclusively con¬ 
trolled, are extending these devices to the Far East. All, save 
England, are playing for a trade monopoly, not through merit, 
but by virtue of treaty concession. Unfortunately, the field for 
their operations is plastic to diplomacy. The favorite con¬ 
ditions exist. The Chinese empire is highly heterogeneous, and 
on that account easily open to internal disorder and dissension. 
It is hard pressed for money and honeycombed with corrupt 
officialism. It crumbles easily whenever touched. It will, 
unless hedged about, fall easily into the hands of those who 
are plotting for its possession. But in reality, there is no need 
that the English-speaking people should permit this play of 


97 


mediaeval selfishness. There is, in the case of Asia, no room, 
rightfully, for the applications of these old policies that grew 
out of colonization and discovery. Asia is, in this respect, 
unique. No power can claim preference by right of discovery, 
for the settlement and civilization of China antedates that of 
Europe. From every point of view, either of international 
law or of common equality, it is a field that can be made open 
alike to every nation of the globe. America, joining Great 
Britain, should see to it that this field remains common ground 
upon which the enterprise and civilization of every nation may 
compete on equal terms. Such a step would be no political 
alliance with any European power. It would simply be assert¬ 
ing independently a right we share in common with mankind. 

174. National Power and Authority. —With a free field 
our commerce could, perhaps without further aid, more than 
hold its own. We have, indeed, since 1875, constantly 
increased our commercial grasp upon Japan. In 1897 we had 
more than 12J per cent, of her entire trade. At that ratio, in 
fifteen years we ought to be sending annually to China two 
hundred millions of dollars of merchandise, or one-half as 
much as that, exclusive of purely agricultural products, we 
now send to all the other peoples on the earth. But com¬ 
merce, however virile and enterprising, ought not to be left 
to shift for itself. Government should always give to it the 
aid of its presence and moral force. The importance of this 
cannot be overestimated. Physical presence—the power that 
flows from personal contact—is the force that dominates every¬ 
where. This has proved itself over and over again in trade 
between individuals, in politics, in the propagation of moral 
truths in every relation of life. We may not comprehend the 
philosophy, but we know the fact. Nations impress them¬ 
selves upon the people of other nations after the same manner. 
They take on relations with others largely as they are drawn 
to each other by physical contact. A nation that seeks trade 
and influence must make itself seen and felt. But the physical 
presence of a nation to people of foreign lands is its flag, its 
warships, and the power it wields within the sphere of their 
observation. A harbor in the Philippines, well garrisoned, 
and sovereignty over the islands, would be the embodiment 
4 




98 


of America in Asiatic waters. Our course seems clear, if we 
are in earnest in our purpose to participate in the development 
of the East. We need these lands, as an integral part of the 
naval force, without the display of which we can never obtain 
a proper share in their commerce or protect it after it is 
obtained ; we need them in the interest of the merchant ships 
that will for all time carry that commerce on ; we need them 
that we may draw physically close to that quarter of the globe 
in which we wish our influence to be felt and our commerce 
to expand; we need them, above all other considerations, as 
security toward peace—that character of peace bond that all 
nations respect. 

175. The Coming Demand. —With enormously increased 
commercial and industrial activity must come a demand for 
tens, aye, hundreds, of thousands of young men, technically 
trained. Nowhere else and by no other means can the majority 
of these obtain the needed training as well as by the courses 
given under The International Correspondence Schools system. 
The incoming years will tax our schools to their utmost capacity, 
but, as they have in the past proved equal, so shall they in the 
future prove equal to all popular demands. 

America is just entering on a marvelous period of expansion 
and development, without any parallel in the world’s history, 
and in that period of expansion and development The 
International Correspondence Schools shall be a mighty factor. 


TECHNICAL EDUCATION AND 
THE INDIVIDUAL. 


176. Russell on Technical Education. —Speaking of tech¬ 
nical education, John Scott Russell says: “What I call 
technical education is that kind of training which will make 
the new generation of Englishmen excel the new generation of 
foreigners in this coming rivalry of race and nation. The 
English live in the midst of an energetic rivalry of competing 
nations. The aim of our national life should be to do the work 




99 


of the world better, more ably, more honestly, more skilfully, 
and less wastefully than the skilled men of other countries. 
If we are less skilled or less honest than others, we are beaten 
in the race of life. To the national welfare and success, it is, 
therefore, necessary that the race of young men who are to do 
the work of England * * * shall in their own special profes¬ 
sion, occupation, trade, or calling know more thoroughly its 
fundamental principles, wield more adroitly its special 
weapons, be able to apply more skilfully its refined artifices, 
and to achieve more quickly, perfectly, and economically the 
aims of their life, whether it be commerce, manufactures, 
public works, agriculture, navigation, or architecture.” 

177. Industrial Rivalry. —The same remarks are true as 
applied to the United States ; for the Atlantic Ocean has ceased 
to be, to any important extent, a wall of defense against 
foreign competition in the refined industries, those which 
bring wealth to the worker and diversification of industries to 
the nation. Our school and college curricula have hitherto been, 
and are still, in fact, altogether too exclusively literary to meet 
the needs of the people and of the country. We have made 
hardly a beginning in the building up of that great system of 
industrial training, implementing education, which must, if 
we are to survive in the industrial rivalry of nations, soon be 
made to constitute an important and extensive division of the 
individual, as well, perhaps, of the state and of the national 
educational structure. 

178. An Important Matter. —It is this aspect of the case 
which makes the introduction and perfection of technical 
education in our own country, and its development on the most 
practical and popular lines, matters of supreme importance to 
the people and to the nation. Unless our people are at once 
more intelligent and better trained in their productive avoca¬ 
tions than those of other nations, they must be content to 
descend to a lower level and there remain. 

Technical education and technological schools constitute for 
us the most important of all current topics and subjects, in 
connection with educational work and development in this 
country. The foundation of technical schools of all grades, 

l >’> 

) * 

■> > r 


100 


from the kindergarten and purely manual-training school, to the 
special trade schools and the higher schools of engineering, agri¬ 
culture, architecture, and art, is the essential and pressing duty 
of the hour. Their organization and their incorporation into 
the great educational system of the people constitute the 
grandest problem of the time for educator, patriotic citizen, 
and statesman alike. Why so? Because technical education 
teaches the individual citizen what is best to do for a living. 
To live is to bring into use the faculties we are born with, and 
thus fulfil—fill out fully—the creative design. In nature this 
creative design is unmistakably set forth. For an apple-tree 
merely to come up, take form and stand for a term of years is 
not living. 

179. Physical and Mental Atrophy. —It is the same with 
human beings. For them to be born, have food and shelter, 
come to physical maturity and stay on the earth for a few 
years, is not living. There are further possibilities, and these 
must be made manifest. For here, as in nature, expression is 
law, and law implies penalty. 

To illustrate from the body : Were a person to keep his arms 
immovably bandaged, there would be in him that much of 
deadness—atrophy. So it is with the higher, or real, man. We 
find here mind, heart, and soul possibilities. They make the 
true life of man, and whatever restricts these can never earn 
him a living ; it can earn him only an existence. 

180. What Shall We Do Permanently? —The common say¬ 
ing that all honest occupations are honorable needs looking 
into. To be sure, any helpful service, when demanded by 
urgent need, may become a duty, and the high purpose would 
glorify the act, but we are now considering the question which 
comes to youth of both sexes, that is, what to do permanently. 
Human possibilities are in the direction of intellectual attain¬ 
ments and delights, talents, genius, studious research, inven¬ 
tion, construction, production, appreciation of the beautiful in 
nature and in art, exalted character, spiritual unfolding, and 
power; and “the necessities of life,” for an individual human 
being, are whatever will give these higher possibilities full 
expression. 


101 


181. Choosing an Employment. —In answer to our query, 
then, we may say that, to earn a living, an employment should 
be chosen which favors as much as possible, and hinders as 
little, a development of the whole man—which places exalted 
character first and foremost, and which employs the higher 
faculties of heart and mind. A lifelong occupation should not 
be a burden and a drag, a prolonged toil, a hindrance to real 
progress. Existence should be a growth, and that growth a joy. 
Whatever occupies it should, in making money, help to make 
the man. The work should have something in itself worth 
doing, something with an ideal in prospect. As examples of 
our present best might be named architecture, landscape¬ 
gardening, horticulture, floriculture, designing, illustrating 
books, nature studies, manufactures, the natural forces applied 
to practical use, anything connected with science, art, literature. 

182. Singleness of Aim.—Technical education emphasizes 
the truth that it is the single aim that wins. “To achieve 
success and fame you must pursue some special line,” said 
President Hayes to William McKinley. “You must not make a 
speech on every motion offered or bill introduced. You must 
confine yourself to one particular thing ; become a specialist. 
Take up some branch of legislation and make that your 
specialty. Why not take up the subject of the tariff? Being 
a subject that will not be settled for years to come, it offers a 
great field for study and a chance for ultimate fame.” 

With these words ringing in his ears, McKinley began 
studying the tariff, and soon became one of the foremost 
authorities on the subject. The day upon which the McKinley 
Tariff Bill was passed in the House must always stand as the 
supreme moment of McKinley’s congressional career. 

A New York sportsman, in answer to an advertisement, sent 
twenty-five cents for a sure recipe to prevent a shotgun from 
scattering, and received the following : “ Dear sir : To keep a 
gun from scattering, put in but a single shot.” 

“Goods removed, messages taken, carpets beaten, and poetry 
composed on any subject,” was the sign of a man in London, 
who was not very successful, and reminds us of Monsieur 
Kenard, of Paris, a public scribe, who “ digests accounts, 
explains the language of flowers, and sells fried potatoes.” 


102 


183. The One-Sided Man. —Some sailors can splice a rope in 
many different ways. An American sailor knows one way onty, 
but that is the best way. It is the one-sided man, the sharp- 
edged man, the man of single and intense purpose, the man of 
one idea, who turns neither to the right nor to the left though 
a paradise tempt him, that cuts his way through obstacles and 
forges to the front. He knows what he wants to do, and does it. 

184. Concentration. —Technical education brings out the 
real power of men of one talent. One talent utilized in a 
single direction will do infinitely more than ten talents scat¬ 
tered. A thimbleful of powder behind a ball in a rifle will do 
more execution than a carload of powder unconfined. The 
rifle-barrel is the purpose which gives direct aim to the 
pow r der, which otherwise, no matter how good it might be, 
would be powerless. The poorest scholar in school or college, 
in practical life far outstrips the class leader or senior wrangler, 
simply because what little ability he has he employs for a 
definite object, while the other, depending upon general 
ability and brilliant prospects, never concentrates his powers. 

What a sublime spectacle is that of a young man going 
straight to his goal, cutting his way through difficulties and 
surmounting obstacles which dishearten others, as though they 
w r ere meant for stepping-stones. 

How many men utterly fail in life, who have splendid 
ability and plenty of gunpow T der in them, if they would only 
confine it in a rifle-barrel, instead of burning it in the open air, 
where it can do no execution ? 

185. A One-Idea Man. —“Mr. A. often laughs at me,” said 
a young American chemist, “ because I have but one idea. 
He talks about everything, aims to excel in many things, but 
I have learned that if I ever wish to make a breach, I must 
play my guns continually on one point.” This great chemist, 
when an obscure schoolmaster, used to study by the light of a 
pine knot, in a log cabin. Many years later he was performing 
experiments in electromagnetism before English earls, and sub¬ 
sequently he was at the head of one of the largest scientific 
institutes of this country. He was the late Professor Henry, of 
the Smithsonian Institution, Washington. 


103 


186. Success and Failure. —Scientists estimate that there 
is enough energy in fifty acres of sunshine to run all the 
machinery in the world if it could be concentrated ; but the 
sun might blaze out upon the earth forever without setting 
anything on fire, although these rays, focused by a burning- 
glass, would melt solid glass, or even change a diamond into 
vapor. There are plenty of men who have ability enough. 
The rays of their faculties, taken separately, are all right, but 
they are powerless to concentrate them, to bring them to bear 
upon a single point. Versatile men, universal geniuses, are 
usually weak because they have no power to concentrate their 
talents upon one point. This makes all the difference between 
success and failure. 

A man may starve on a half dozen learned trades or occupa¬ 
tions ; and he may grow rich and famous upon one trade 
thoroughly mastered, even if it be the humblest. Even Glad¬ 
stone, with his ponderous brain, said he could not do two things 
at once. He threw his entire spirit upon whatever he under¬ 
took. The intensest energy characterized everything he did, 
even his recreation. If such concentration was necessary for 
the success of Galdstone, what can we common mortals hope 
to accomplish by “ scatteration ? ” 

187. The Teaching of Technical Education. —Technical 
education teaches that to be great we must concentrate. “The 
one prudence in life is concentration,” says Emerson ; “* * * 
everything is good which takes away one plaything and 
illusion more and sends us home to add one stroke of faithful 
work.” He was right. 

188. Living for a Reason. —“ What an immense power over 
the life,” says Elizabeth Stuart Phelps, “is the power of 
possessing distinct aims. The voice, the dress, the looks, the 
very motions of a person define and alter when she or he 
begins to live for a reason. I fancy that I can select, in a 
crowded street, the busy, blessed women who support them¬ 
selves. They carry themselves with an air of conscious self- 
respect and self-content which a shabby alpaca cannot hide, 
nor a bonnet of silk enhance, nor sickness or exhaustion quite 
drag out.” 


104 


189. “ Scatteration ” and Its Dangers.—“ Scatteration ” is 
the curse of American business and industrial life. The wind 
never blows fair for that sailor who knows not what port he is 
bound for. “ The weakest living creature,” says Carlyle, “ by 
concentrating his powers on a single object can accomplish 
something ; whereas the strongest, by dispersing his over 
many, may fail to accomplish anything.” This is the age of 
concentration or specialization of energy. The problem of the 
day is to get ten-horsepower out of an engine which shall 
occupy the space of a one-horsepower engine, and no more. 
Society demands a ten-man-power out of one individual. It 
crowns the man who knows one thing supremely and can do it 
better than anybody else. 

190. The Secret of All Hard Workers.—“ I go at what I 
am about,” said Charles Kingsley, “as if there was nothing 
else in the world for the time being. That is the secret of 
all hard-working men, but most of them cannot carry it 
into their movements.” They can work until exhausted, 
but when they have a holiday, they do not think of recrea¬ 
tion. Many a man fails to become a great man by splitting 
into several small ones, choosing to be a tolerably good 
Jack of all Trades rather than to be an unrivaled specialist. 
Every great man has become great, every successful man has 
succeeded, in proportion as he has confined his powers to one 
particular channel. 

191. Mere Energy Not Enough.—Mere energy is not 
enough ; it must be concentrated on some steady, unwavering 
aim. What is more common than “unsuccessful geniuses”— 
failures with “ commanding talents ” ? Indeed, “unrewarded 
genius” has become a proverb. Every town has unsuccessful 
educated and talented men ; but education is of no value, 
talent is worthless, unless it can do something, achieve some¬ 
thing. Men who can do something at everything, and very 
little at anything, are not wanted in this age. Jacks of all 
trades are at war with the genius of our times. Smatterers are 
weak and superficial. Of what use is a man who knows a little 
of everything and not much of anything? It is the momentum 
of constantly repeated acts that tells the story. 


105 


192. An Example of Quenchless Zeal. —“Let thine eyes 
look straight before thee. Ponder the path of thy feet; let all 
thy ways be established ; turn not to the right hand nor to the 
left.” One of the great secrets of St. Paul’s success lay in his 
unwavering aim. Nothing could daunt him, nothing intimi¬ 
date. The Roman Emperor could not muzzle him, the 
dungeon could not appal him, no prison could suppress him. 
Obstacles could not discourage him. “This one thing I do” 
was written over all his work. The quenchless zeal of its 
mighty purpose has burned its way down through the 
centuries, and its contagion will never cease to fire the 
hearts of men. 

193. A “ Specialty.” —Find some new want of society—some 
terra incognita of business or of industry whose virgin soil is 
yet unbroken, and there stick and grow. A “specialty” is 
the open sesame of great usefulness and wealth. 


SYSTEM IN STUDY. 


194. General W. E. Strong. —To General W. E. Strong, 
former president of the Atchison, Topeka, and Santa Fe 
Railroad, one of the greatest roads in the world, it was once 
remarked : “ General, it is well known that you have attained 
your present eminent position by actually working through 
all the various stages of railroading. What shall I tell my 
boys is the secret of your success?” After a moment’s pause, 
General Strong said : “I believe the motto of my life has been, 
‘ What is worth doing at all is worth doing well.’ When I 
was a lad and had charge of an office only, if, when I finished 
cleaning it, it was not perfected, I obliged myself to do it all 
over again. I required of myself what I would have required 
of another—my best. I have kept that up in my different 
positions.” His words showed clearly the key of success. 

195. Have a System in Everything. —To get the best from 
your own mind, you must learn concentration, that is, the 
fastening of your mind on the duty in hand, and the shutting 




106 


out of vain thought. If you will do this, you will get more 
from one hour of study than from three hours of listless 
scanning of your books. Have a study program. Divide your 
time in proportion to the difficulty of the task. Attempt only 
one thing at a time. Forget that you have other things to 
think of. Shut out from your mind last night’s pleasure, 
tomorrow’s party, the last book you have read, all thought 
of persons. You do not need to be alone to do this. School 
is a training for life. The bookkeeper, the lawyer, and the 
physician must think of the bustle of business. The school¬ 
room, with its necessary noise, is an excellent place to train 
yourself to perfect concentration. The men who astonish the 
world by the amount of business they discharge, do so by 
having system in everything. They center their mind on 
the duty in hand, perform it to the best of their ability, and 
then, whether the result be good or bad, dismiss it from their 
thoughts. 

Talk over with your instructors how to study, and afterwards 
do your best. Then, whether you recite to your own satisfac¬ 
tion or not, dismiss it for the time from your mind, and attend 
the next duty. At first you may not succeed in fastening 
your mind on one thing for more than a few moments, but 
bring yourself to the task again, until in a few weeks you 
will study without trouble. Hours will halve and seem like 
minutes. 

196. Technical Education and Discipline. —Technical edu¬ 
cation brings method and discipline into life. The man who 
succeeds has a program. He fixes his course and adheres to it. 
He lays his plans and executes them. He goes straight to his 
goal. He is not pushed this side and that every time a diffi¬ 
culty is thrust in his way. If he cannot go over it, he goes 
through it. What the world wants todaj r are young men like 
Grant, who “propose to move immediately” upon the enemy 
and to “fight it out on this line if it takes all summer”— 
young men who can devote themselves to one overmastering 
purpose, one unwavering aim, with an exclusiveness of appli¬ 
cation, a blindness of attachment to the occupation or profes¬ 
sion, which will make them forget for the time being that any 
other career could possibly be desirable. 


107 


197. The Failures of Life. —Those who make the great 
failures in life are the aimless, the purposeless, the indifferent, 
the blundering, the shiftless, the half-hearted. There is no 
trend of purpose running through their work, unifying their 
efforts and giving direction and meaning to their lives. A 
man with an aim, an all-absorbing purpose within him, excites 
our admiration because he is lifted above the leanness and 
meanness, the cheapness and pettiness, which are the curse of 
petty lives. There is a moral sublimity in everything he does, 
because there is an aim in it. There is directness, there is 
meaning, there is contagion in it. 

198. The Law of Success.— The one-talent man who con¬ 
centrates his powers upon one unwavering aim, accomplishes 
more than the ten-talent man who scatters his energies and 
never quite knows what he can do best. 

Concentration is the secret of all great execution, of all 
explosives, and, in fact, of all science. It is equally the secret 
in the law of success. To succeed today you must set all the 
powers of your mind upon one goal and have a tenacity of 
determination which means death or victory. 

“ Half the wrecks that strew life’s ocean, 

If some star had been their guide, 

Might have now been riding safely ; 

But they drifted with the tide.” 

“The weakest living creature,” says Carlyle, “by concen¬ 
trating his powers on a single object, can accomplish some¬ 
thing ; whereas, the strongest, by dispersing his over many, 
may fail to accomplish anything. The drop, by continually 
falling, bores its passage through the hardest rock. The hasty 
torrent rushes over it with hideous uproar, and leaves no trace 
behind.” 

By exercising this art of concentration in a higher degree 
than did his brother generals, Grant was able to bring the 
Civil War to a speedy termination. This trait was strongly 
marked in the character of Washington. One way of acquir¬ 
ing the power of concentration is by close, accurate observa¬ 
tion. This was the main factor in Darwin’s wonderful success. 


BENEFITS OF TECHNICAL 
EDUCATION. 


199. Individualism. —It is not by socialism, but by individ¬ 
ualism, that anything has been done toward the achievement 
of knowledge and the advancement of society. It is the will 
and determination of individual men that impel the world for¬ 
ward in art, in science, and in all the means and methods of 
civilization. 

Individual men are willing to deny themselves, but associated 
communities are not. The masses are too selfish, and fear that 
advantage will be taken of any sacrifices which they may be 
called upon to make. Hence, it is among the noble band of 
resolute spirits that we look for those who raise and elevate 
the world as well as themselves. The recollection of what they 
have done acts as a stimulus to others. It braces the mind of 
man, reanimates his will, and encourages him to further 
exertions. 

200. Some Illustrious Miners. —When Lord Elcho addressed 
the East Lothian colliers, he named several men who had 
raised themselves from the coal-pit; and, first of all, he referred 
to Mr. Macdonald, then member for Stafford. “The begin¬ 
ning of my acquaintance with Mr. Macdonald,” he said, “ was 
when I was told a miner wanted to see me in the lobby of the 
House of Commons. I went out and saw Mr. Macdonald, who 
gave me a petition from his district, which he asked me to 
present. I entered into conversation with him, and was much 
struck by his intelligence. He told me that he had begun life 
as a boy in the pit in Lanarkshire, and that the money he 
saved as a youth in the summer he spent at Glasgow Univer¬ 
sity in the winter; and that is where he got whatever book¬ 
learning or power of writing he possesses. I say that is an 
instance that does honor to the miners of Scotland. Another 
instance is that of Dr. Hogg, who began as a pitman in this 
country; worked in the morning, attended school in the after¬ 
noon ; then went to the university for four years, and to the 

108 



109 


Theological Hall for five years ; and afterward, in consequence 
of his health failing, went abroad, and is now engaged as a 
missionary in Upper Egypt. Or take the case of Mr. (now 
Sir George) Elliot, member for North Durham, who has spoken 
up for the miners all the better for having had a practical 
knowledge of their work. He began as a miner in the pit, and 
he worked his way up until he had in his employment many 
thousand men. He rose to his great wealth and station from 
the humblest position, as every man who hears me is capable 
of doing, to a greater or less degree, if he will only be thrifty 
and industrious.” 

Lord Elcho might also have mentioned Dr. Hutton, the 
geologist, a man of much higher order of genius, who was the 
son of a coal-viewer. Bewick, the first wood-engraver, is also 
said to have been the son of a coal-miner. Dr. Campbell was 
the son of a Loanhead collier ; he was the forerunner of Moffat 
and Livingston, in their missionary journeys among the Bechu- 
anas in South Africa. Allan Ramsay, the poet, was also the 
son of a miner. 

201. George Stephenson. —George Stephenson worked his 
w r ay from the pit-head to the highest position as an engineer. 
George began his life with industry, and when he had saved a 
little money, he spent it in getting a little learning. What a 
happy man he was when his wages were increased to twelve 
shillings a week ! He declared upon that occasion that he was 
“ a made man for life” ! He was not only enabled to main¬ 
tain himself upon his earnings, but to help his poor parents, 
and to pay for his own education. When his skill had 
increased, and his wages were advanced to a pound a week, he 
immediately began, like a thoughtful, intelligent workman, to 
lay by his surplus money ; and when he had saved his first 
guinea, he proudly declared to one of his colleagues that he 
“ was now a rich man ” ! 

202. The First Pound.— And he was right. For the man 
who, after satisfying his wants, has something to spare, is no 
longer poor. It is certain that from that day Stephenson never 
looked back ; his advance as a self-improving man was as 
steady as the light of sunrise. A person of large experience 


110 


has, indeed, stated that he never knew, among his working- 
people, a single instance of a man who, having out of his small 
earnings laid by a pound, had, in the end, become a pauper. 

203. A Man of Character. —When Stephenson proposed to 
erect his first locomotive, he had not sufficient means to defray 
its cost. But in the course of his life as a workman he had 
established a character. He was trusted. He was faithful. 
He was a man who could be depended on. Accordingly, when 
the Earl of Ravens worth was informed of Stephenson’s desire 
to erect a locomotive, he at once furnished him with the means 
of enabling him to carry his wishes into effect. 

204. Watt’s Inspiring Example. —Watt, also, when invent¬ 
ing the condensing steam-engine, maintained himself by ma¬ 
king and selling mathematical instruments. He made flutes, 
organs, compasses—anything that would maintain him, until 
he had completed his invention. At the same time he was 
perfecting his own education—learning French, German, 
mathematics, and the principles of natural philosophy. This 
lasted for many years ; and by the time Watt developed his 
steam-engine and discovered Matthew Boulton, he had, by his 
own efforts, become an accomplished and scientific man. 

205. Not Ashamed to Work With Their Hands.—These 
great workers did not feel ashamed of laboring with their 
hands for a living; but they also felt within themselves the 
power of doing head-work as well as hand-work. And while 
thus laboring with their hands, they went on with their inven¬ 
tions, the perfecting of which has proved of so much advantage 
to the world. Hugh Miller furnished, in his own life, an 
excellent instance of that practical common sense in busi¬ 
ness life which he so strongly recommended to others. When 
he began to write poetry, and felt within him the growing 
powers of a literary man, he diligently continued his labor as a 
stone-cutter. 

206. Hugh Miller.—Horace Walpole has said that Queen 
Caroline’s patronage of Stephen Duck, the thresher-poet, ruined 
twenty men, who all turned poets. It was not so with the 
early success of Hugh Miller. “ There is no more fatal error,’ 
he says, “ into which a workingman of a literary turn can fall 


Ill 


than the mistake of deeming himself too good for his humble 
employments, and yet it is a mistake as common as it is fatal. 
I had already seen several poor, wrecked mechanics, who, 
believing themselves to be poets, and regarding the manual 
occupation by which they could alone live in independence 
as beneath them, had become in consequence little better than 
mendicants—too good to work for their bread, but not too good 
virtually to beg it ; and, looking upon them as beacons of warn¬ 
ing, I determined that, with God’s help, I should give their error 
a wide offing, and never associate the idea of meanness with an 
honest calling, or deem myself too good to be independent.” 

207. Self-Denial.—At the same time, a man who feels that 
he has some good work in him, which study and labor might 
yet bring out, is fully justified in denying himself, and in 
applying his energies to the culture of his intellect. And it is 
astonishing how much carefulness, thrift, the reading of books, 
and diligent application, will help such men onwards. 

208. The Efforts of Three Young Men.—Three men worked 
in an agricultural implement-maker’s shop. They worked in 
wood and iron, and made carts, plows, harrows, drilling- 
machines, and such like articles. Somehow or other the idea 
got into their heads that they might be able to do something 
better than making carts and harrows. They did not despise 
the lot of hand-labor, but they desired to use it as a step 
toward something better. Their wages at that time could not 
have exceeded from eighteen to twenty shillings a week. 

Two of the young men, who worked at the same bench, 
contrived to save enough money to enable them to attend 
college during the winter. At the end of each session they 
went back to their hand-labor, and earned enough wages 
during the summer to enable them to return to their classes 
during the winter. The third did not adopt this course. He 
joined a mechanics’ institute which had just been been started 
in the town in which he lived. By attending the lectures and 
reading the books in the library, he acquired some knowledge 
of chemistry, of the principles of mechanics, and of natural 
philosophy. He applied himself closely, studied hard in his 
evening hours, and became an accomplished man. 


112 


It is not necessary to trace their history ; but what they 
eventually arrived at may be mentioned. Of the first two, one 
became the teacher and proprietor of a large public school ; 
the other became a well known dissenting minister ; while the 
third, working his way strenuously and bravely, became the 
principal engineer and manager of the largest steamship 
company in the world. 

209. Mechanics’ Institutes.—Although mechanics' insti¬ 
tutes are old institutions in Britain, they have scarcely been sup¬ 
ported by workingmen. The public house is more attractive 
and more frequented. And yet mechanics’ institutes, even 
though they are scarcely known south of Yorkshire and 
Lancashire, have been the means of doing a great deal 
of good. By placing sound mechanical knowledge within 
the reach of even the few persons who have been disposed to 
take advantage of them, they have elevated many persons into 
positions of great social influence. We have heard a distin¬ 
guished man say, publicly, that a mechanics’ institute had 
elevated him from the position of a licensed victualerto that of 
an engineer. 

210. Herschel.—We have referred to the wise practice of 
men in humble position maintaining themselves by their 
trade until they saw a way toward maintaining themselves 
by a higher calling. Thus Herschel maintained himself by 
music, while pursuing his discoveries in astronomy. When 
playing the oboe in the pump-room at Bath, he would retire 
while the dancers were lounging around the room, go out and 
take a peep at the heavens through his telescope, and quietly 
return to his instrument. It was while he was thus main¬ 
taining himself by music that he discovered the Georgium 
Sidus. When the Royal Society recognized his discovery, the 
oboe-player suddenly found himself famous. 

211. Franklin.—Franklin long maintained himself by his 
trade of printing. He was a hard-working man—thrifty, fru¬ 
gal, and a great saver of time. I le worked for character as much 
as for wages ; and when it was found that he could be relied on, 
he prospered. At length he was publicly recognized as a great 
statesman, and as one of the most scientific men of his time. 


113 


212. Ferguson and Dollond.—Ferguson, the astronomer, 
lived by portrait-painting, until his merits as a scientific man 
were recognized. John Dollond maintained himself as a silk- 
weaver in Spitalfields. In the course of his studies he made 
great improvements in the refracting telescope; and the 
achromatic telescope, which he invented, gave him a high 
rank among the philosophers of his age. But during the 
greater part of his life, while he was carrying on his investi¬ 
gations, he continued, until the age of forty-six, to carry on 
his original trade. At length he confined himself entirely to 
making telescopes, and then gave up his trade of a silk- 
weaver. 

213. Winckelman.—Winckelman, the distinguished writer 
on classical antiquities and the fine arts, was the son of a shoe¬ 
maker. His father endeavored, as long as he could, to give his 
boy a learned education ; but, becoming ill and worn out, 
he had eventually to retire to the hospital. Winckelman and 
his father were once accustomed to sing at night, in the streets, 
to raise fees to enable the boy to attend the grammar school. 
The younger Winckelman then undertook, by hard labor, to 
support his father; and afterwards, by means of teaching, to 
keep himself at college. Every one knows how distinguished 
he eventually became. 

214. Samuel Richardson.—Samuel Richardson, while wri¬ 
ting his novels, stuck to his trade of a bookseller. He sold his 
books in the front shop, while he wrote them in the back, tie 
would not give himself up to authorship, because he loved his 
independence. “ You know,” he said to his friend Defreval, 
“ how my business engages me. You know by what snatches 
of time I write, that I may not neglect that, and that I may 
preserve that independency which is the comfort of my life. I 
never sought out of myself for patrons. My own industry and 
God’s providence have been my whole reliance. The great 
are not great to me unless they are good. And it is a glorious 
privilege that a middling man enjoys, who has preserved his 
independency, and can occasionally (though not stoically) tell 
the world what he thinks of that world, in hopes to con¬ 
tribute, though by his mite, to mend it.” 


114 


215. Artists as Examples of Industry.—The greater number 
of artists have sprung from humble life. If they had been 
born rich, they would probably never have been artists. They 
have had to work their way up from one position to another; 
and to strengthen their nature by conquering difficulty. 
Hogarth began his career by engraving shop-bills. William 
Sharp began by engraving door-plates. Tassie, the sculptor 
and medalist, began life as a stone-cutter. Having accidentally 
seen a collection of pictures, he aspired to become an artist, 
and entered an academy to learn the elements of drawing. He 
continued to work at his old trade until he was able to main¬ 
tain himself by his new one. He used his labor as the means 
of cultivating his skill in his more refined and elevated profes¬ 
sion. 

216. Chantrey.—Chantrey, of Sheffield, was an economist 
both of time and money. He saved fifty pounds out of his 
earnings as a carver and gilder, paid the money to his master, 
and canceled his indentures. Then he went to London and 
found employment as a journeyman carver; he proceeded to 
paint portraits and model busts, and at length worked his way 
to the first position as a sculptor. 

217. Canova.—Canova was a stone-cutter, like his father 
and his grandfather ; and through stone-cutting he worked his 
way to sculpture. After leaving the quarry, he went to Venice, 
and gave his services to an artist, from whom he received but 
little recompense for his work. “I labored,” said he, ‘‘fora 
mere pittance, but it was sufficient. It was the fruit of my 
own resolution, and, as I then flattered myself, the foretaste of 
more honorable rewards ; for I never thought of wealth.” He 
pursued his studies in drawing and modeling, in languages, 
poetry, history, antiquity, and the Greek and Roman classics. 
A long time elapsed before his talents were recognized, and 
then he suddenly became famous. 

218. Lough, the English Sculptor.—Lough, the English 
sculptor, is another instance of self-denial and hard work. 
When a boy, he was fond of drawing. At school he made 
drawings of horses, dogs, cows, and men, for pins; that was 
his first pay, and he used to go home with his jacket-sleeve 


115 


stuck full of them. He and his brother next made figures in 
clay. Pope’s Homer lay on his father’s window. The boys 
were so delighted with it that they made thousands of models— 
one taking the Greeks, and the other the Trojans. An odd 
volume of Gibbon gave an account of the Coliseum, and filled 
it with fighting gladiators. As the boys grew up they were 
sent to their usual outdoor work, following the plow, and doing 
the usual agricultural labor, but still adhering to their model¬ 
ing at leisure hours. At Christmas-time Lough was very much 
in demand. Every boy wanted him to make models in pastry 
for Christmas pies—the neighboring farmers especially. “It 
was capital practice,” he afterward said. 

219. Seeking His Fortune. —At length Lough went from 
Newcastle to London, to push his way in the world of art. He 
obtained a passage in a collier, the skipper of which he knew. 
When he reached London, he slept on board the collier as long 
as it remained in the Thames. He was so great a favorite 
with the men, that they all urged him to go back. He had no 
friends, no patronage, no money ! What could he do with 
everything against him? But, having already gone so far, he 
determined to proceed. He would not go back—at least, not 
yet. The men all wept when he took farewell of them. He 
was alone in London, alone under the shadow of St. Paul’s. 

220. Lough in London. —His next step was to take a lodg¬ 
ing in an obscure first floor in Burleigh Street, over a green¬ 
grocer’s shop ; and there he began to model his grand statue of 
“Milo.” He had to take the roof off to let Milo’s head out. 
There Haydon found him, and was delighted with his genius. 
“I went,” he says, “to young Lough, the sculptor, who has 
just burst out, and has produced a great effect. His ‘ Milo ’ is 
really the most extraordinary thing, considering all the cir¬ 
cumstances, in modern sculpture. It is another proof of the 
efficacy of inherent genius.” That Lough must have been 
poor enough at this time is evident from the fact that, during 
the execution of his “Milo” he did not eat meat for three 
months ; and, when Peter Coxe found him out, he was tearing 
up his shirt to make wet rags for his figure, to keep the clay 
moist. He had a bushel and a half of coals during the whole 


116 


winter ; and he used to lie down by the side of his clay model 
of the immortal figure, damp as it was, and shiver for hours 
till he fell asleep. 

221. Dreaming and Doing.—Chantrey once said to Haydon, 
“When I have made money enough, I will devote myself to 
high art.” But busts engrossed Chantrev’s time. He was 
munificently paid for them, and never raised himself above 
the money-making part of his profession. When Haydon 
next saw Chantrey at Brighton, he said to him, “ Here is a 
young man from the country, who has come to London ; and 
he is doing precisely what you have so long been dreaming 
of doing.” 

222. Lough’s Ideal.—Lough’s exhibition was a great suc¬ 
cess. The Duke of Wellington went to see it, and ordered a 
statue. Sir Matthew White Ridley was much struck by the 
genius of young Lough, and became one of his greatest patrons. 
The sculptor determined to strike out a new path for himself. 
He thought the Greeks had exhausted the Pantheistic, and 
that heathen gods had been overdone. Lough began and 
pursued the study of lyric sculpture : he would illustrate the 
great English poets. But there was the obvious difficulty of 
telling the story of a figure by a single attitude. It was like a 
flash of thought. “ The true artist,” he said, “ must plant his 
feet firmly on the earth, and sweep the heavens with his pencil. 
I mean,” he added, “that the soul must be combined with the 
body, the ideal with the real, the heavens with the earth.” 

223. His Success.—It is not necessary to describe the 
success of Mr. Lough as a sculptor. 11 is statue of “ The 
Mourners” is known all over the world. He has illustrated 
Shakespeare and Milton. His “ Puck,” “ Titania,” and other 
great works, are extensively known, and their genius univer¬ 
sally admired. But it may be mentioned that his noble statue 
of “Milo” was not cast in bronze until 1862, when it was 
exhibited at the International Exhibition of that year. 

224. Our Duty to the Community. —The Earl of Derby, in 
distributing the prizes to the successful pupils of the Liverpool 
College, once made the following observations : 


117 


“The vast majority of men, in all ages and countries, must 
work before they can eat. Even those who are not under the 
necessity are, in England, generally impelled by example, 
by custom, perhaps by a sense of what is fitted for them, to 
adopt what is called an active pursuit of some sort. * * * 
If there is one thing more certain than another, it is thjs— 
that every member of a community is bound to do some¬ 
thing for that community, in return for what he gets from it ; 
and neither intellectual cultivation, nor the possession of 
material wealth, nor any other plea whatever, except that 
of physical or mental incapacity, can excuse any of us from 
that plain and personal duty. * * * And though it may be, 
in a community like this, considered by some to be a hetero¬ 
dox view, I will say that it often appears to me, in the present 
day, that we are a little too apt, in all classes, to look upon 
ourselves as mere machines for what is called ‘getting on,’ 
and to forget that there are in every human being many 
faculties which cannot be employed, and many wants which 
cannot be satisfied, by that occupation. I have not a word 
to utter against strenuous devotion to business while you 
are at it. But one of the wisest and most thoroughly culti¬ 
vated men whom I ever knew retired before the age of fifty 
from a profession in which he was making an enormous 
income, because, he said, he had got as much as he or any one 
belonging to him could want, and he did not see why he 
should sacrifice the rest of his life to money-getting. Some 
people thought him very foolish. I did not. And I believe 
that the gentleman of whom I speak never once repented his 
decision.” * 

225. Making the Most of Oneself. —Wm. M. Thayer, author 
of “Tact, Push, and Principle,” etc., asks and answers the 
question, “Why do not more men and women ‘ make the most 
of themselves ’ ? Because there is too much work in it; they 
do not take to work naturally. Human nature is easy-going, 
and does not buckle down to hard work except under stress of 
circumstances. Most people are content with the common¬ 
place. Perhaps many could be nothing else if they should 


* Samuel Smiles: “Character.” 


118 


try ; but some could, and all could reach a higher type of the 
commonplace. 

226. Work or Starve ?—“ ‘ If any would not work, neither 
should he eat’—this is the law, divine, necessary, inexorable! 
Work or starve? But for this, the human race would present 
a spectacle of indolence baffling description. A man would 
rather work than die of hunger, and so he works. For this 
reason God put the matter irrevocably clear and strong in His 
word—work or starve. 

227. Study is an Effort.—“The average boy does not love 
to bring in wood, even for his mother ; but be does it rather 
than be punished. The average girl does not wash the dishes 
or darn her stockings because she delights in this needful ser¬ 
vice ; but it is the lesser of two evils with her—do it, or suffer 
the consequences. The average pupil does not love to study ; 
he does it because both parental commands and civil law com¬ 
pel him to do it. Indeed, there are many families in which 
the parental mandate would not exist but for the compulsory 
statute. Hence, compulsory education has become a law of 
the land. It is the only way to build up a prosperous and 
enduring republic. Experience with human laziness has driven 
thinkers and legislators to this method of dealing with it. 

228. Labor Omnia Vincit.—“There are exceptions, of 
course, but they are few. They are hard workers, who never 
clamor for eight hours a day, nor depend upon their wits to 
make their way in the world. They are men and women who, 
like Walter Kaleigh, ‘can toil terribly.’ They believe with 
William Von Humboldt that ‘ work is as much of a necessity 
to a man as eating and sleeping.’ They follow the example of 
Webster, who said, ‘ I have worked for more than twelve hours 
a day, for fifty years, on an average.’ They accept the testimony 
of Walter Scott, ‘There is nothing worth having that can be 
had without work.’ 

“The men referred to, and others, like Franklin, Henry, 
Jackson, Lincoln, Garfield, and Grant, possessed genius ; but 
they were prodigious workers. They believed that even genius 
cannot achieve without constant labor. The old Latin maxim 
is true—‘ Labor omnia vincit.’ ” 


119 


229. William McKinley. —A solid purpose to succeed by 
unswerving attention and fidelity to duty is certain to com¬ 
mand success. Take the case of William McKinley, President 
of the United States. 

230. His Extraction. —William McKinley, citizen, soldier, 
congressman, governor, on the 4th of March, 1897, took the 
oath of office as chief executive of this sovereign people. Such 
is in brief the life-story of the man whom the nation has 
honored with the greatest honor in its power to bestow—the 
“ advance agent of prosperity ”—who, in his official career, has 
excited the admiration of the whole world. McKinley comes 
from that stalwart Scotch-Irish stock which has furnished so 
many able minds and active bodies to help on the nation’s 
progress. He is a native of Ohio, which state may justly claim 
from Virginia the honor of being “the mother of presidents.” 
He was born January 29, 1843. 

But it is not the bare facts about the life of McKinley or any 
other great man that interest the American public as readers. 
We are not a nation of hero-worshippers. Far from it, and 
we give thanks that we are not. But we are a nation of story¬ 
tellers ; and we relish an anecdote oftentimes better than a 
great deed. For instance, Lincoln’s stories did a great deal to 
make him the popular idol, the ideal American of a great 
majority of the people. And many and varied are the stories 
that have been told about President McKinley, especially of 
his war-time experiences. We shall endeavor to retell a few 
of the best of these. 

231. His Early Career. —McKinley was eighteen years old 
when he enlisted in the Twenty-Third Ohio regiment, com¬ 
pany E. The men who composed the Twenty-Third Ohio 
were a type of the first volunteers who responded to Lincoln’s 
call when the United States flag was fired upon at Fort 
Sumter. It was such men as these that made patriots. There 
were no inducements of bounty or high pay, and there were 
no private individuals who wished to hire substitutes to 
do their fighting for them. They came from the shop, the 
schoolhouse, the business office, the farm. They were the 
bone and sinew of the nation that gave its best blood to 


120 


the cause of the Union. They were of families who had 
conquered forests and curbed the forest streams in the con¬ 
quest of the wilderness. They were the sons of the revolu¬ 
tionary sires who had wrested the nation from a foreign king. 
They were splendid men for war. They brought not only the 
physical powers of youth and strength, but the moral force of 
courageous hearts and intelligent purpose. 

232. Ohioan Patriotism. —Captain J. C. Robinson, of the 
Fifth United States Infantry, afterward a major-general of 
volunteers, and since the war commander-in-chief of the 
Grand Army of the Republic, living at Binghamton, N. Y., 
mustered in the regiment under the three months’ call of 
President Lincoln for 75,000 men, but when they arrived at 
Columbus they found that the twenty-two regiments which 
was the quota of the state had already been prepared for. 
Such was the patriotism of the sons of Ohio’s soil. A call for 
volunteers for three years’ service had been made in the mean¬ 
time, however, and the regiment promptly reenlisted for the 
three years, thus being the senior Ohio regiment on the roll of 
three-year men, dating from June 11th, 1861. We soon find 
our hero holding the responsible position, for one of his years, 
of commissary-sergeant. 

233. McKinley at Antietam. —It was at the terrible battle 
of Antietam that the boy commissary-sergeant of the Twenty- 
Third Ohio won his commission. He did it by an act of 
coolness and daring, in the practical business style which 
has been his never-failing characteristic in after-life. In the 
rear of a line of battle there is always a mob of faint-hearted 
stragglers who, at the crucial moment, are unable to stand up 
to their duty. Sergeant McKinley thought that if these men 
could not fight they ought at least to be profitably employed. 
And he knew that the soldiers who were toiling and struggling 
under a burning sun on that scorching line of battle would be 
very glad to receive some of the material comforts of life. He 
therefore proceeded to press these stragglers into service, and 
set them to making coffee. Then he loaded up a number of 
wagons and started with the lumbering mule teams right down 
to the line of battle. 


121 


234. He Distinguishes Himself.— Rutherford B. Hayes, 
afterward President, who then commanded the Twenty-Third 
Ohio, told in after years how McKinley distinguished himself 
that day. 

“It was the bloodiest day of the war,” said ex-President 
Hayes, “the day on which more men were killed or wounded 
than on any other day of the war—observe, I don’t say of any 
other battle, stretching over many days, but any one day— 
September 17th, 1862, in the battle of Antietam. 

“The battle began at daylight. Before daylight men were 
in the ranks and preparing for it. Without breakfast, without 
coffee, they went into the fight, and it continued until after 
the sun had set. Early in the afternoon, naturally enough, 
with the exertion required of the men, they were famished 
and thirsty, and to some extent broken in spirit. The com¬ 
missary department of that brigade was under Sergeant McKin¬ 
ley’s administration and personal supervision. From his hands 
every man in the regiment was served with hot coffee and 
warm meats, a thing that had never occurred under similar 
circumstances in any other army in the world. He passed 
under fire and delivered, with his own hands, these things so 
essential for the men for whom he was laboring. 

235. He Receives His Commission. —“Coming to Ohio 
and recovering from wounds, I called upon Governor Tod and 
told him this incident. With the emphasis that distinguished 
that great war governor he said, ‘Let McKinley be promoted 
from sergeant to lieutenant,’ and that I might not forget, he 
requested me to put it upon the roster of the regiment, which 
I did, and McKinley w r as promoted. As was the case, perhaps, 
with very many soldiers, I did not keep a diary regularly from 
day to day, but I kept notes of what was transpiring. When 
I knew that I was to come here, it occurred to me to open the 
old notebook of that period and see what it contained, and I 
found this entry : 

“‘Saturday, December 13, 1862.—Our new second lieuten¬ 
ant, McKinley, returned today—an exceedingly bright, intel¬ 
ligent, and gentlemanly young officer. He promises to be one 
of the best.’ 

“He has kept the promise in every sense of the word.” 


122 


So the beardless commissary-sergeant became a second 
lieutenant on September 23d, 1862, and twenty years after¬ 
ward, when he became governor of Ohio, one of bis first acts 
was to order an oil portrait of Governor Tod to be hung in the 
executive chamber. 

236. McKinley’s Bravery at Kernstown. —In 1864 McKin¬ 
ley still further distinguished himself. It was in the Win¬ 
chester campaign, during which there was constant fighting. 
One evening shortly after the fight at Kernstown, part of the 
battalion, on the march to join the rest of the command, dis¬ 
covered that some time during the afternoon there had been a 
stampede of the wagon train, and several wagons had been 
abandoned and left on the pike. Quick investigation was 
made for food, but finding none, a jolly fire was kindled in 
each wagon, and they were soon reduced to ashes, or so dis¬ 
abled that they would be wholly useless to the enemy. Fur¬ 
ther along the pike was found a battery of artillery, consisting 
of four guns with their caissons, which had been abandoned 
and left for peaceful capture by the enemy. General Russell 
Hastings tells the story : 

“ Here, again, McKinley showed his force of character and 
indomitable will-power. He asked the privilege of carrying 
away these guns, thus saving them from the enemy. It did 
not, with the exhausted condition of our men, seem practi¬ 
cable, yet he insisted it could be done, and he thought his 
regiment, the Twenty-Third, would gladly aid him. Hayes, 
with a smile, said : ‘Well, McKinley, ask them.’ Going first 
to his old company (E), he called for volunteers ; all stepped 
out to a man, and, the infection spreading, soon the whole 
regiment took hold of these guns and caissons and hauled 
them off in triumphal procession. When we went into camp 
that night, long after dark, the artillery captain was found and 
the guns were turned over to him. He cried like a baby.” 

On July 25th, the day after his heroic exploit at Kernstown, 
McKinley was made a captain. 

237. McKinley at Opequan. —Just one more story, and we 
have done. It was at the battle between Sheridan and Earlv, 
at Opequan, when Captain McKinley was a staff officer on 


123 


General Crook’s staff, and it became very important that Gen¬ 
eral Duval move his division to the front into the fight. So 
McKinley was intrusted with verbal orders to Duval to that 
effect. But General Duval did not well know the lay of the 
ground, and asked in return of McKinley, “ By what route 
shall I advance—over the hill or through the valley?” The 
orders had not been specific on this point, and Captain 
McKinley so informed him. “Then,” said General Duval, 
not wishing to take the responsibility, “ I refuse to advance, 
till I receive definite instructions.” Then it was that the 
force of character of our hero made itself manifest. It was 
very important that Duval advance at once. “General 
Duval,” shouted McKinley, drawing himself up to his full 
height, “in the name of General Crook, I command you to 
advance your army by the valley.” And Duval did advance, 
and the day was saved. Later, McKinley asked General Crook 
if his order had been right. “McKinley,” responded his chief, 
“ that order was right because it turned out right, but if it had 
turned out wrong, it would have been—wrong ! ” Such is the 
resoluteness, the decision and ability to meet an emergency, of 
the man whom the nation has been delighted to honor. 

238. Later Military Career. —Captain McKinley remained 
on Crook’s staff until after the latter’s mishap in being cap¬ 
tured with General Kelley, in West Virginia, when he was 
detailed to the staff of General Hancock. Later he was 
assigned to the staff of General S. S. Carroll at Washington, 
where he remained until after Lee’s surrender, at Appomattox, 
in April, 1865. On March 13th, a month before the war was 
over, he was made major, and without seeing any more 
fighting was mustered out of the United States service on 
July 26th, 1865. 

His later career as a statesman, as the father of the famous 
McKinley Bill, and as the successful presidential candidate 
and champion of sound money, are events of too recent occur¬ 
rence and discussion to need particular elaboration. 

239. England’s South African Policy. —Whether in Alaska, 
Venezuela, or South Africa, England keeps an eager eye on 
gold mines just over the border. In the case of South Africa, 


124 


she has watched to some purpose. Although the latest attempt 
to extend the English rule in that quarter met determined 
resistance, it is within the memory of many that the English 
territory in South Africa has grown from a narrow strip of 
farm land around Cape Town to a domain half as large as that 
comprising the United States of America. 

The patient Boers, who were the original settlers, have 
retreated farther and farther into the interior, in order to avoid 
war. Surrounded at length on all sides by English possessions 
or the possessions of England’s ally, Portugal, they have 
repeatedly shown how savagely Dutchmen can fight when their 
homes are threatened. 

240. Cecil Rhodes. —The surprising growth of British South 
Africa is largely due to the efforts of one man, Cecil Rhodes, 
the organizer and manager of the Imperial British South 
African Company. The son of an English clergyman, without 
money, he has amassed a fortune of £10,000,000 or more, 
has served as Prime Minister of Cape Colony, and has been 
honored for his success by the title of Privy Councilor to the 
Queen. 

241. His Meteoric Career. —The career of Cecil Rhodes has 
been meteoric. He has thrown for large stakes, and people 
will be slow to believe that he has lost at this, his latest, 
throw. Probably no Englishman since Sir Francis Drake 
sailed around the globe with the gold of Spanish galleons, has 
brought more glory to his country, at less expense to the govern¬ 
ment, than Cecil Rhodes. He has taken the meat out of the 
African cocoanut. To the west of the acquired territory 
extends the German Protectorate, consisting for the most part 
of rainless deserts. To the east of it lie the Portuguese pos¬ 
sessions of Mozambique, a great part of which is cursed with 
too much rain, the deadly coast fever, and the tsetse fly, 
the sting of which kills domestic animals. The interior high¬ 
lands of the British South African Company are well watered, 
and abound in gold and other valuable minerals. The char¬ 
tered company paid all the expenses involved in opening up 
this region, practically without the aid of the British Govern¬ 
ment. 


125 


When it is considered that Cecil Rhodes is only forty-two 
years old, unmarried, and handsome, his character becomes as 
romantic as that of a hero of chivalry. Is it any wonder that, 
besides being knighted by his Queen, he has received the 
further distinction of appearing, under a thin disguise, as the 
hero of a society novel? 

242. His Birthplace. —He was born at Bishop’s Stortford, a 
town about twenty-five miles north of London, on July 5, 
1853. His father, the Rev. Francis William Rhodes, Vicar of 
Bishop’s Stortford, had seven sons and two daughters. Four 
of the sons are British Army officers ; the other three sought 
their fortunes in South Africa. 

243. He Goes to Natal. —Herbert, the eldest, was the first 
to go there. He established a plantation in the south of 
Natal. In 1869, Cecil, whose lungs were too weak for the Eng¬ 
lish climate, was sent to live with him. The story is that on 
arriving, the boy of sixteen years laid his hand upon a large 
map of Africa, exclaiming, “All that my hand covers will one 
day be mine ! ” 

244. The Diamond Diggings. —Two years before this an 
event had occurred that changed the whole history of South 
Africa. A casual traveler had stopped for refreshment at a 
farm house near the Vaal river, the frontier line of Cape Colony. 
One of the children in the kitchen was playing with a bright 
pebble, and the Dutch farmer, whose name was Jacobs, had 
let the traveler have the toy. A geologist at Grahamstown, to 
whom the stone was shown, pronounced it a diamond worth 
<£1,200. Thousands of people flocked to the new diamond dig¬ 
gings from all over the world. 

245. Rhodes and the Kimberley Mines. —It was not until 
some time after young Rhodes’s arrival that the Kimberley 
mines were discovered. Herbert Rhodes and his brother were 
among the first on the field, and they brought with them every 
Kaffir who could be spared from the plantation, to stake off 
claims and hold them. That day’s work made their fortunes. 
As soon as order was obtained and mining began in earnest, 
Cecil returned to England to take a course at Oxford; but, 
his health again failing, he returned to Kimberley, where he 


12 (> 


continued studying to such good purpose that when next he 
visited England he was able to pass his examinations and 
obtain his degree. 

246. His System of Consolidation. —Herbert Rhodes died 
while on an elephant-hunting expedition, and thenceforth 
Cecil Rhodes had the sole management of a large interest 
in the Kimberley mines. He began at once a system of con¬ 
solidation with other interests, in accordance with the industrial 
fashion of the age, and soon was president of the De Beers 
Mining Company, with £200,000 as capital. 

It was at this period of his life that the young ‘‘diamond 
king,” as he was popularly called, filled a pail full of diamonds 
and had his photograph taken while he slowly poured out the 
bucketful of glittering gems. 

Owing to the ruinous competition between rival diamond 
companies, the price of African diamonds fell lower between 
1880 and 1889 than ever before. 

Mr. Rhodes did for the diamond industry what John D. 
Rockefeller did for the petroleum industry of this country—he 
consolidated it. In 1889 all the diamond companies were con¬ 
solidated under the name of the De Beers Consolidated Mines 
(Limited), capital £3,950,000, and Cecil Rhodes was president 
of it. 

247. His Schemes for Colonial Expansion.—But while 
Rhodes had been busy with his business, he had by no means 
neglected politics. Early in the eighties he was elected to the 
Cape House of Assembly from Barkley. Neither had he 
ceased for a moment to prosecute his youthful dream of 
empire. He had had the interior thoroughly explored, had 
learned of gold mines there as old as the Roman Empire 
—a Roman coin was found in one of the old mining shafts 
—had cultivated the acquaintance of the dusky king of that 
highland region and obtained from him, in exchange for 
presents, valuable mining concessions ; and so, as soon as 
the diamond-mines were consolidated, he was ready to pro¬ 
ceed to England and astonish the world with the schemes 
of his South Africa Company, capitalized at a million pounds 
sterling. 


127 


No other man than Cecil Rhodes could have carried the plan 
through. He had both money and an intimate knowledge of 
the regions in question. Better than that, he had the rare gift 
of inspiring confidence. It was at this time that he presented 
to the Parnell Parliamentary Fund the tidy sum of £10,000, 
but his friends deny that he did it for the purpose of securing 
Radical support. 

248. He Begins Operations.— Mr. Rhodes got his royal 
charter on October 29, 1889, and forthwith returned to Africa 
to carry on the work of settling the new lands, which com¬ 
prised a tract as large as all Europe, west of a line drawn 
through the North Sea and the Adriatic. Immediately north 
of Cape Colony were various British protectorates, chief of 
which was Bechuanaland. Far to the northward of this area was 
the unexplored and valuable tableland of the Matabele, with 
their bold Zulu warriors under Lobengulaas king. Lobengula 
pursued the usual Zulu policy of exterminating all weaker 
peoples with whom he came in contact, and appropriating their 
cattle and their wives ; but of the whites he had a wholesome 
fear. Far to the northward of Matabeleland was Mashona- 
land, occupied by a people subject to Lobengula. It was to 
dig for gold among this conquered nation that Lobengula gave 
permission to the South Africa Company. 

Soon bands of “ border police,” as the company’s soldiers 
were called, made their way to the land of promise, erected 
forts in advantageous sites, and practically seized a kingdom. 
Three different lines of railroad were started from Cape Town 
and from the east coast, toward Fort Salisbury, and all the 
forts were connected with Cape Town by telegraph and a 
regular postal system. Maslionaland then experienced what 
Americans call a boom. 

249. The Matabele War. —After a vear or two it became 
evident that the value of Mashonaland had been overestimated. 
The gold mines and other natural advantages of Matabeleland 
were much superior. Furthermore, unless something were 
done to increase the assets of the company there was every 
likelihood of its speedy failure. The gold miners were 
clamoring for a chance to locate claims in Matabeleland. Thus, 


128 


in 1889, the incursion of a band of Matabele warriors to punish 
a village of Mashona cattle-thieves, was made the excuse for 
an attack by the company’s police upon the Zulus, and so the 
war began. Volunteers were called for by the company, and 
to every man who enlisted was promised six thousand acres of 
land and twenty mining claims in the new El Dorado when it 
should be won. A plentiful supply of the latest machine-guns 
was purchased, and the country of the Matabele was invaded 
from three sides simultaneously. Buluwayo, the capital, was 
captured and the inhabitants were driven out of the land with 
a great slaughter. 

250. Matabeleland Opened. —Whether or not the Matabele 
war was justifiable, it put the British South Africa Company 
on its feet again. On April 25, 1893, Matabeleland was thrown 
open to the world. Thousands of immigrants, cattle-raisers, 
farmers and gold-seekers flocked in, many persons deserting 
Mashonaland for the new favorite. All mines which are 
worked by joint-stock companies are regarded as the property 
of the South Africa Company, and as much as half the stock 
must be paid into the treasury of the company if demanded. 

251. Cecil Rhodes is Made Premier. —From the day that 
Cecil Rhodes obtained his royal charter, he was the most 
popular man in Cape Colony. In 1890 he was made premier 
of the Colony, an office from which he recently resigned. Nor 
was his popularity confined to South Africa. He was made a 
member of Queen Victoria’s Privy Council, a purely honorary 
position, to be sure, but coveted by the noblest in the realm. 
All the latest maps of South Africa bear the name Rhodesia 
across the areas formerly labeled Mashonaland and Matabele¬ 
land, in honor of its settler. 

Mrs. Cora Urquhart Potter met Cecil Rhodes while she was 
in South Africa. She describes him as a man over six feet tall, 
of fine figure, and muscular in appearance. Always unaffected 
and unpretending, he is one of the kindest of men. He talks 
plainly and to the point, lie is no orator. His most striking 
peculiarity is a tendency to absentmindedness. 

In the development of Britain’s imperial policy with regard 
to Africa, the name of Cecil Rhodes will forever hold an 


129 


honored place. The recent defeat of the Sprigg government, 
at the Cape, may perhaps make him soon again undisputed 
leader of that splendid colony, and thus prove the forerunner 
of events of far-reaching importance to civilized life. 

252. Levi P. Morton. —If to that unknown quantity which 
politicians and editors claim to represent and are supposed to 
understand—the great American public—were submitted the 
task of naming the ten or the dozen most interesting living 
Americans, probably few, perhaps none, of the resulting lists 
would contain the name of Levi Parsons Morton. The public 
mind is, in its impressions, very much like the physical eye. 
Its views are usually instant and fleeting. Flashlights affect 
it more than a steady flame. To the latter, even though of great 
intensity, it gets used after a time. The contrasting lights 
and shadows in a man’s career, rather than the continuous 
brilliancy or purity of its rays, forms the force that keeps the 
popular mentality of his own time illumined regarding him. 

So the life of Levi P. Morton, who is known to the great 
public chiefly as a very rich man and a successful politician, 
seems not a fascinating study. Still, how did he get his 
money and his success ? This is always an interesting question, 
especially in this good country of ours, where we all are 
ambitious, and where the race for glory is said not to be a 
handicap event. 

253. Sketch of His Career. —We know that in 1838, when 
young Morton was but fourteen years of age, he was making 
his own living by “’tending” in the village store of his 
native place—Shoreham, Vermont, on the border of Lake 
Champlain, opposite old Fort Ticonderoga. His only educa¬ 
tion since that time has been gained in that greatest of all 
public schools—experience. 

We know, too, that he has been a Congressman from New 
York, American Minister to France, Vice-President of the 
United States, and Governor of the Empire State, and that he 
is known where he lives as an honest, as well as a rich, man ; 
throughout the country, as a public man of broad views and 
patriotic purpose ; and in other countries as a capable diplomat 

and .polished man of the world. 

5 



130 


Between his youthful past and his mature present there is 
truly a gulf that could have been bridged only by great force 
of character, God-given good fortune, and extraordinary 
receptivity and versatility of mind. 

254. His Personality. —Mr. Morton is not an intellectual 
genius, not a writer or an orator, yet in all his public work, as 
in his private business, he has commanded the respect and 
directed the action of the brainiest. At the extra session of 
Congress, in 1879, he made two speeches on the silver ques¬ 
tion. Without any effort at forensic display, he made felt the 
weight of an authoritative experience, a frank, straightforward 
manner, and sound views expressed in the fewest, tersest 
words. When Vice-President, his retirement from office was 
the occasion of a spontaneous and universal expression of 
friendship from the Senate, over whose deliberations he had 
presided with impartiality and grace. By invitation of its 
eighty-eight members, a banquet was tendered to him at 
the Arlington Hotel, on the evening of February 27, 1893. 
In all the Ellerslie library of rare and valued books, there 
is not one so highly prized as a little volume that is inscribed, 
“Testimonial of the United States Senators to Vice-President 
Morton.” 

255. Minister to France. —His regime at the American 
legation in Paris was not only brilliant socially, but able 
politically. It was through his persistent intercession that the 
French government’s restrictions on American pork were 
removed. He also succeeded, after a hard struggle, in securing 
for American corporations a legal status in France. It was 
while minister that he was made American Commissioner- 
General to the Electrical Exposition, and representative of the 
United States at the Submarine Cable Convention ; and to 
each of these widely divergent subjects he brought the same 
cool, keen judgment that had aided him in his various business 
undertakings through life. 

256. His Business Life.—In noting these successes, one’s 
mind does not permit itself to be led astray into idle speculation, 
whether a genius of some other order might not, under the 
same conditions, have done more or better. On the contrary, 


131 


it finds in Mr. Morton’s record honor not alone for him, but 
for the great body of which he is a type—the American busi¬ 
ness men, the men who fight the battles of life where they 
must now be fought, in the markets of the world, not in the 
fields or forests, and among whom real progress can be made 
only by manly and moral qualities. Financial exigencies try 
a character today not less than did the test of fire in more 
martial times. He who lives a modern business life with 
unblemished honor throughout, has had quite as much of the 
reality of struggle, as had the soldier in earlier days, but with 
less of course, of the romance. They who would be leaders in 
commerce must be fit to stand anywhere. 

257. His Honesty. —One incident of Mr. Morton’s business 
life shows well the secret of his business prestige. That 
secret was absolute honesty. In 1854 he moved to New York 
from Boston, whither he had come from Concord, Vermont. 
The dry-goods house he founded in the metropolis failed in a 
few years, and he was compelled to settle with his creditors at 
fifty cents on the dollar. Then, early in the war days, he 
established with Junius Morgan—who had been a fellow clerk 
with him in Boston, and who was to make a world-wide repu¬ 
tation as a financier—a banking house in New York. He 
made money rapidly. His firm floated the great government 
war loans, which enriched the syndicate handling them while 
giving the American nation a sound and enduring credit. In 
his success Mr. Morton remembered those who had suffered at 
the time of his former failure. He invited all of them to a 
banquet, and when they sat down each man found beneath 
his plate a check, signed by Mr. Morton, for an amount of 
money that paid his claim in full, with interest. 

Mr. Morton is probably the only American living today who 
can say that he might have been President of the United 
States if he had given the word. The story is an old one, but 
is known only to men intimate with the events of the cam¬ 
paign of 1880. In the national Republican convention of that 
year, after General Garfield had been nominated, Mr. Morton 
was repeatedly urged by the Ohio delegation to accept second 
place on the ticket. There is little or no doubt that he would 
have been nominated had he consented, but he refused, and 


132 


Chester A. Arthur, of New York, was chosen in his stead. The 
death of Garfield and the elevation of Arthur followed. 

258. “ L. P. Morton & Co.” —It was from President Gar¬ 
field that Mr. Morton accepted the appointment to France, 
after having declined the portfolio of Secretary of the Navy. 
While he was in France, filling his high position with grace 
and distinction, a ridiculous attempt was made to injure the 
minister socially by circulating the story that he had been a 
tailor and was ashamed of it. This brought out an interesting 
statement from Professor Sanborn, of Dartmouth College, who 
had known Mr. Morton for forty years, meeting him when he 
(Morton) came to Hanover, the seat of Dartmouth College, 
and opened his first store. Professor Sanborn said: “ There 
was a clothing and tailoring department connected with Mr. 
Morton’s store. If this entitles him to rank as a tailor, he 
might aspire to be one of Andrew Johnson’s successors. Mr. 
Morton has never been ashamed of his start in life, or anxious 
to conceal it. Indeed, the old sign of ‘L. P. Morton & Co.’ 
was long visible on the brick walls of his first store, and when 
Mr. Morton was in New Hampshire, several years ago, he had 
photographs taken of the old sign, which he showed to his 
children, as I know he did to his familiar friends at the lega¬ 
tion in Paris. His father and only brother were college gradu¬ 
ates. His father was a clergyman, and his mother was the 
daughter of a clergyman, and the sister of the Rev. Levi 
Parsons, the first American missionary to the Holy Land. 
Like many of our best men, he has made his own fortune, 
and carved out his own honorable career, assisted by the 
same characteristics that made him, while scarcely more 
than a boy, the most successful storekeeper our town has 
ever seen.” 

259. Governor Rogers: The Reformer. —Governor Rogers, 
of the young and growing State of Washington, is one of the 
men dissatisfied with existing social conditions and not afraid 
to say so. lie declares that noble as was the past of the 
American republic, its present “is a frightful picture.” 
“Mammon,” he says, “rides roughshod over the hopes and 
heaven-born aspirations of the poor.” Vast numbers of men 


133 


are despairing. The occupants of many of our pulpits are so 
debased that they have forgotten the precepts of Christ. The 
accepted ideas of political economy are evidently all wrong. 
The late Henry George had a nostrum for reforming all this, 
but his proposition Governor Rogers summarily dismisses as 
“ insufferable rot.” The field thus cleared, he produces a little 
scheme of his own. He would change the face of the world by 
allowing to every family twenty-five hundred dollars’ worth of 
land, free of taxation. We presume that the reformer purposes 
to have each and every homestead conspicuously labeled “Not 
Transferable,” as otherwise the greed and gullibility of the 
human race would be almost certain to defeat his amiable object. 

These reformers are the best intentioned and most hopeful 
people on earth. For thousands of years humanity has toiled 
on under the burdens of its primal curse, but it need do so no 
longer. Every one of these modern prophets has a plan for the 
extirpation of existing evils. Each plan is different from all 
other plans, but all are guaranteed to be absolutely infallible. 
Poverty is to disappear. Sickness and sorrow, vice and crime, 
are to be forgotten. Floods, earthquakes, and tornadoes are 
to cease. A beautiful dream—who can help sympathizing 
with the dreamer of it? 

260. His Career.— The career of Governor Rogers has been 
typically American, if we may use that overworked phrase 
once more. He was born in New England almost sixty years 
ago, the great grandson of a Captain John Rogers, who com¬ 
manded a Yankee privateer in the Revolutionary war. He has 
lived in half a dozen States, and has turned his ready hand to 
three or four callings besides those of politics and authorship. 
As a boy of fourteen he went to Boston to become a clerk in a 
Tremont Street drug store. At eighteen he was in business at 
Jackson, Mississippi. A few years later he settled in Illinois, 
. where he was first a school teacher and then a farmer. Next 
he migrated to Kansas, where from tilling the soil he drifted 
into Farmers’ Alliance politics and journalism ; and his most 
recent move was to follow the star of Empire to the Pacific 
slope in 1890. In the “grand young commonwealth ” of which 
he is chief magistrate he sees “ a new Eden prepared for the 
habitation of man as truly and with as much regard for his 


134 


future happiness and well being as was the first and fabled 
garden of Adam and Eve.” 

Governor Rogers has three sons, the eldest of whom is an 
assistant professor of physics at Cornell. 

261. Senator Jones.— Senator Jones, of Arkansas, Mr. Har- 
rity’s successor as chairman of the Democratic national com¬ 
mittee, is a modest man who tells the public, through the 
pages of the “Congressional Directory,” that he “carried a 
musket in the late unpleasantness on the losing side.” While 
generals and colonels are with us in countless numbers, Mr. 
Jones is one of the few surviving privates of the two armies. 
With the modesty that distinguishes his military record, he 
has never sought to thrust himself forward in politics. He 
was forced to the front, in the Fifty-Third Congress, by the 
urgent need of a leader for his party’s forces in the Senate. 
Put in charge of the Wilson tariff bill, he displayed a knowl¬ 
edge of economics and a faculty for leadership which few had 
expected. His success rallied around him the adherents of 
free-silver coinage, and the Chicago convention made the 
Confederate private a political generalissimo. 

Mr. Jones is a man of fifty-seven years, and of fine physique. 
He has served for nearly eighteen years at Washington, and 
on the 4th of March, 1897, when his second term in the Senate 
expired, he began a third, to which he was elected the previous 
winter. He is not a man of wealth, his plantation in Arkan¬ 
sas being almost his entire property ; but he has great faith in 
an invention for rolling cotton in cylindrical form, and should 
the new machine supersede the cotton compress, as he pre¬ 
dicts, it may make the Senator rich. 

262. Iowa’s Farmer Statesman. —One of the humors of the 
last National Democratic convention in Chicago was the inven¬ 
tion of the term “affidavit face” for the bland and ingenuous 
countenance of Horace Boies, of Iowa. Mr. Boies’s face was in 
evidence chiefly in the form of lithographs, though its owner 
himself was on view for a short time. Unfortunately for the 
hopes of his political friends, he is not an orator like Mr. 
Bryan. The “ cross of gold” triumphed, and the “ affidavit 
face” retired to the seclusion of Waterloo, Iowa. 


135 


Mr. Boies is a New Yorker, but has become thoroughly 
Westernized during his thirty years’ experience in Iowa. 
When he was sixteen years old he went to Racine, Wisconsin, 
with seventy-five cents in his pocket, intending to grow up 
with the country ; but finding his surroundings uncongenial, 
went back to the East, to take up the study of law. He 
hung out his card in Buffalo, and was practicing there when 
Mr. Cleveland was the local district attorney. During all this 
time Mr. Boies was a Republican in politics, and he remained 
so long after his removal to Iowa, in 1867. In 1884 he became 
a Cleveland Democrat, and stumped the state for tariff reform. 
Five years later his personal popularity secured his nomina¬ 
tion and election to the governorship, an office which no 
Democrat had held for forty years. Though beaten for 
reelection, his remarkable success brought him forward promi¬ 
nently as a presidential possibility. Mr. Boies is a farmer as 
well as a lawyer. He has a farm of twenty-five hundred acres, 
near Waterloo, and devotes much time to its cultivation. 

263. Successful Women. —Determination and fixedness of 
purpose can do quite as much for women as for men. 

264. Women as Lawyers.— When Shakespeare so beauti¬ 
fully depicted Portia in her dual role of the soft-hearted woman 
and logical lawyer, he little dreamed, according to Alice 
Severance, that he was foreshadowing the personality of the 
real Portia of the nineteenth century. 

One can scarcely admit that law is a sentimental profession, 
even when it is expounded by pretty lips ; nevertheless, the 
woman lawyer is an interesting type of progress. She has in 
many States succeeded in breaking down worn-out traditions 
and demonstrated her right to plead at the bar alongside of her 
masculine confreres. 

When the woman lawyer first asserted herself, the public 
looked upon her with distrust, and would have none of her, 
declaring that law was an entirely unfeminine vocation ; they 
had, however, become quite reconciled to the woman physi¬ 
cian, who studied anatomy side by side with men, and 
demonstrated her ability to cope with them. 

The statutes of most of the states in the Union discriminated 


136 


against the admission of women to the bar, men declaring that 
they were incapable of logical deductions and would never be 
able to give unbiased decisions ; also that they would come in 
contact with many disagreeable things. The universities 
obstinately closed their doors against them, and remained so 
until a few determined women began to question their right to 
discriminate between the sexes. 

265. Mrs. Clara Foltz.—One of the first persons who suc¬ 
ceeded in breaking down old-time prejudices was Mrs. Clara 
Foltz, a woman of individuality and commanding intellect, 
who had vowed to set aside conventionality and adopt the 
profession of law. Pier path was by no means strewn with 
flowers, but bristled with obstacles, which, with infinite 
patience, tact, and ingenuity, she overcame one by one. 

When this lady arrived at a final decision as to the choice of 
her career, she applied for admission to Hastings College, which 
formed a portion of the state university of California. The 
trustees refused to allow Mrs. Foltz to study, on account of her 
sex. She then brought suit against the regents of the college, 
on the ground that it was a part of the state university, and 
therefore a public institution, women as well as men being 
eligible for admission. Mrs. Foltz presented her case with 
great eloquence, and finally won the suit. This decision was, 
however, so long delayed that she was unable to fully avail 
herself of the fruits of victory. 

266. Studying Law.—After carrying her point, Mrs. Foltz, 
in 1877, applied herself diligently to the study of law, and after 
preparing thoroughly for her chosen profession, discovered 
that, owing to a clause in the constitution of the' State of Cali¬ 
fornia, women were ineligible to practice in the courts. This 
disappointment would have proved an overwhelming one to 
most women, but not to Mrs. Foltz, who saw that only one 
thing remained to be done, and that was to bring about the 
repeal of the obnoxious statute. She went before the legis¬ 
lature and presented a bill, which was, however, defeated. 
Although the lady did not at this time carry her point, she 
was in nowise discouraged. She succeeded in having the bill 


V 

brought up for reconsideration ; the second time, owing to her 
untiring efforts, it passed and was taken to the governor, who 
signed it at once. 

267. She Practices Law.—In 1878 Mrs. Foltz was admitted 
to practice in the district court of San Diego, and in 1879 in 
the supreme court of California. All the while this deter¬ 
mined woman was diligently pursuing her studies, reading law 
by night and attending to her office work by day. Slowly but 
surely she won her way to the front, and secured the respect 
and admiration of lawyers all over the country. 

Mrs. Foltz afterward removed to San Francisco, where she 
built up a successful practice. This lady takes great interest in 
politics, and, being well versed in local affairs, was asked to 
canvass the state in the interest of the Democratic party. She 
succeeded in electing her gubernatorial candidate, who selected 
his eloquent advocate to investigate the manual training and 
polytechnic schools in the Eastern States, in order to improve 
the school system of California. She was also made trustee of 
the state normal schools. 

268. Her Achievements.—Always to the fore in everything 
pertaining to humanitarianism, Mrs. Foltz interested herself 
in reforming abuses in the prisons and other public institutions, 
doing much to ameliorate the condition of the outcasts of 
society. 

This indefatigable woman succeeded in amending many of 
the laws of California. It was through her intervention, for 
instance, that women were appointed notaries public. 

“Yes, I am proud to say that men have learned to trust to my 
legal knowledge,” said this bright woman. “ I am the adviser 
of several large corporations, and have won many important 
cases ; only last summer I won a $75,000 suit in Colorado 
Springs. I could cite many other instances of success.” 

During the Columbian Exposition, Mrs. Foltz was chosen as 
the representative of the San Francisco bar, and before the 
World’s Congresses of Jurisprudence and Reform she made 
learned and stirring addresses ; she also spoke before the women 
lawyers of the Queen Isabella Association, her speeches being 
highly commended by leading representatives of the bar. 


138 


One of Mrs. Foltz’s great achievements was the organization 
in San Francisco of the Portia Law Club, whose ultimate aim 
is the establishment of a law university for women, where they 
can secure all the advantages of a legal education. She is the 
dean of the club, and has delivered many interesting addresses 
before its members. 

Last summer, Mrs. Foltz visited Europe, and, after an 
extended tour, decided to make New York her home. She has 
a finely appointed office in Temple Court, and here she sits 
with volumes of Blackstone and other dry legal authorities 
piled up before her; a touch of sweet womanliness is, how¬ 
ever, evidenced in the vase of fresh flowers always standing 
upon her desk. 

269. A Pioneer.—“I quite understand the difficulties in 
winning my way among strangers,” said she, as she balanced 
a pearl-handled paper-knife in her shapely fingers ; “ it is not 
only my own reputation which is at stake, but the future of 
those who will follow in my footsteps. I have the greatest 
confidence in the intellectual ability of my own sex, and feel 
that in asserting myself I am making the way easier for all 
women ; some one of us must be the pioneer, and it is surely 
the independent and fearless who are fitted to open the way 
for their more timid sisters ; many possess ability and little 
confidence, but after the barriers are burned away they find it 
easy to succeed.” 

Mrs. Foltz has decided views about vital matters concern¬ 
ing her sex. Speaking about divorce, she says : “ The sacred¬ 
ness of marriage is mot a sound argument against divorce ; 
no one regards the marriage tie with greater reverence than I, 
but I mean the real marriage, born of love and esteem. When 
love ceases to exist, marriage is no longer sacred, and divorce 
is the only refuge.” 

270. Her Personality. —And now curious readers will ask, 
What manner of woman is Clara Foltz, who has managed, 
by pluck and determination, to win her way in the exacting 
profession of law? I might answer that she is the embodi¬ 
ment of Shakespeare’s Portia, a person of charming femininity, 
who, while being courageous and self-reliant, is endowed with 


139 


all the pleasing and tender virtues of her sex. Although the 
mother of grown-up children, she is in the prime of her 
womanhood ; she possesses a fine, commanding figure and a 
face instinct with intelligence ; she is a blonde, with penetra¬ 
ting and expressive gray eyes, and a mouth combining sweet¬ 
ness and decision of character. If she were a man she would 
be dubbed a good fellow, as her manners are cordial and 
unaffected. Nor does this nineteenth-centurv Portia neglect 
her personal appearance ; she is always daintily gowned in 
the latest fashion, and while she has little time to devote to 
the frivolities of life, never neglects its graces. 

271. Miss Mary Proctor. —“My father was,” writes Miss 
Mary Proctor, “the well-known astronomer, Richard A. 
Proctor, and from my earliest childhood I was profoundly 
interested in the study of the heavenly bodies. I was his 
constant companion, and soon learned the names of the con¬ 
stellations and the poetic legends of the stars ; in fact, the lore 
of the ‘ flowers of the sky’ was as familiar to me as the well- 
worn fairy stories in which most children delight. I was 
extremely fond of being with my father, and was always will¬ 
ing to forego any childish amusement when he asked me to 
accompany him to the ‘telescope house,’ as the observatory 
was called. This was situated in the spacious grounds sur¬ 
rounding our home in London, England. My father would 
often permit me to gaze at the starry worlds in space through 
the magic lens of the telescope, and he would answer with 
infinite patience the numerous questions with which I plied 
him. 

272. Her Early Education in Astronomy. —“An eclipse 
of the moon was the first important astronomical event that I 
can remember. With what awe and wonder I gazed at fair 
Diana in her veiled beauty, and how pleased I was to be able 
to write down the observations as my father made them ! 
This occurrence made a great impression on me. Of course 
I could not entirely comprehend all that he taught me, but I 
was unconsciously imbibing knowledge—knowledge which I 
have turned to excellent account in after years. At that time 
I merely regarded what I learned as an amusement, never 


140 


having the remotest idea that I should ever adopt astronomy 
as a profession. 

273. In America. —“ In 1886 our family removed to America, 
and my father was so much occupied that he had little leisure 
to devote to me. Besides his astronomical researches, he 
wrote a great deal on scientific subjects for the press ; he was 
also the editor of ‘ Knowledge,’ a magazine to which I also 
contributed. I wrote articles on mythology, folk-lore, and 
other subjects, all of which were carefully revised by my 
father. I also assisted him in his investigations, and helped 
him in his translation of foreign scientific works. 

274. Teaching Music.—“The years passed happily, until 
my dear father died, and I realized the necessity of earning 
my own living. I finally decided to become an artist, as I had 
studied in the Kensington Art School and was said to possess 
considerable talent for painting, my specialty being landscapes. 
I had, besides, devoted much time to music, and had taken 
lessons from the time I was six years of age. So I decided 
that I would teach music and painting, and went to work to 
make my own way in the world. 

275. Lecturer on Astronomy. —“ I never dreamed of becom¬ 
ing a lecturer on astronomy, but the Fates decided my career. 
I was plodding along, teaching, when I accidentally saw a cir¬ 
cular, issued by Mrs. Potter Palmer, asking women to suggest 
subjects of interest for lectures in the Children’s Building of 
the Columbian Exposition. Without any thought of myself, 
I wrote a letter to Mrs. Potter Palmer saying that I believed 
astronomical lectures would be an interesting feature. I 
received a reply, asking if I would undertake to give a course 
of lectures. This unexpected proposition took me by surprise, 
for I had never thought of appearing in public, and did not 
believe that I should ever have the courage to face an audi¬ 
ence. However, I considered the matter, and finished by 
accepting the offer. 

“ My initial lecture was a terrible ordeal for an inexperienced 
girl, but as soon as I began to speak, I forgot everything in 
the interest of my subject; I regained my composure, and was 
soon mistress of myself. My audience was a very appreciative 


141 


one ; whether it was the novelty of hearing a woman expound 
an abstruse science, or whether the subject appealed to them, 
I scarcely know. The Chicago papers were extremely kind, 
and gave me any number of flattering notices. This encouraged 
me very much, and it was with renewed courage that I con¬ 
tinued the work I had begun ; I abandoned the idea of devo¬ 
ting my energies to anything else, and resolved to make 
lecturing my profession. 

“ Although the profession I have chosen entails an immense 
deal of labor, it is a most fascinating one, and I would not 
exchange it for any other. I am obliged to study incessantly 
in order to be up to date in all of the recent discoveries, for 
astronomy is making rapid strides in the nineteenth century. 

“Fortunately, the way has been, in a measure, smoothed 
for me, the reputation of my father having been world-wide. 
Besides the necessity of earning my living, there is a great 
incentive to carry on the work he projected. It was he who 
gave me my first training, and it is to him I owe much of my 
success. But for the lessons learned at his knee, I might be 
still plodding along as a teacher. 

276. A Busy Woman.—“I do not, however, confine 
myself entirely to lecturing, but contribute to a number of 
magazines, principally articles on astronomy. I am, besides, 
the editor of the Department of Popular Astronomy in the 
‘ Observer,’ so that I have little time for idling. 

“ I am an enthusiastic club woman, and am a member of 
the Woman’s Press Club, the Professional Woman’s League, 
the Montreal Woman’s Club, the Brooklyn Ethical Society, 
and the American Association for the Advancement of Science, 
in the department of astronomy and mathematics. 

* * * * 

“ My aim is to popularize the study of astronomy, and in 
order to do so I endeavor to avoid abstruse technicalities, so 
that those unversed in the science will understand and be 
interested. 

“I have delivered lectures in many places—in Chicago, New 
York City, Boston, Philadelphia, Hartford, Lowell, and any 
number of other towns. I have lectured several times in New 


142 


York and Jersey City, under the auspices of the Board of Edu¬ 
cation. * * * I lecture frequently before schools and churches, 
and sometimes in private houses. 

* * * * 

“I have little leisure for amusement, but am a devotee of 
music, and rarely miss a chance to attend the opera. I am a 
good linguist, and, understanding French and German, was 
able to be of assistance to my fattier. 

“ There are several women astronomers of note, but, so far 
as I know, no woman has as yet taken to the lecture platform 
in the interest of astronomy. If by hard work and devotion 
to my profession I can make a success, I shall consider myself 
amply rewarded, for I feel that the study of the wonders of 
the heavens is a most beautiful, elevating, and absorbing pro¬ 
fession.” 


TECHNICAL EDUCATION OF 

WOMAN. 


277. Change in Public Opinion.—On the very important 
subject of the education of woman a great change in public 
opinion is observable. It is becoming clear, in the light of 
common sense, that a knowledge of the laws of health and of 
the science of domestic life is equally invaluable to woman as 
a mother and a wife. Women must do much for their own 
sex. They know better than man its trials, its wants, and its 
aspirations. A fuller education will develop their faculties, 
and there seems no reason why special educational systems 
and courses could not be adapted for their instruction. We 
do not believe that the industrial education of women will 
lessen the grace or refinement of their nature, but, on the con¬ 
trary, will enable them to enter upon new fields of duty, 
develop tlieir natural aptitudes, apply their powers to such 
acquisitions as are most useful and interesting, and at the 
same time qualify them to fulfil all the relations arising out of 
domestic circumstances. 




143 


278. The Object of the Education of Woman. —Good sense 
and equity require that every desirable facility should be 
afforded to complete the education of woman according to her 
prospects in the future, and such as will form her judgment, 
correct her ideas, and provide her with some sldll to till the 
occupations to which she is destined. Give her the appropri¬ 
ate instruction, and it will be for her to do the rest. Special 
schools for the practical education of woman are founded upon 
inevitable qualities in her will, disposition, and bodily con¬ 
formation. These constitute a rule of Nature against which 
human laws will not prevail ; and it is becoming clear that 
methods and routines ought to be determined by what is best 
adapted to her condition and wants. For thousands of years 
she has moved in a limited circle—at first as a drudge, and 
afterward in domestic life, and dependent circumstances. 
These schools give her a chance ; they are like the opening of 
a new world to young women all over the land, who have to 
earn their living. They afford them an opportunity of obtain¬ 
ing an education suitable to their circumstances and the times 
in which they live. It is very fine to speak of home as the 
only appropriate sphere of the sex ; and all will agree that 
their highest and divinest gifts are displayed when they are 
the center of a domestic household, made harmonious by their 
wisdom, discretion, and love. There is no sight more beauti¬ 
ful. But nothing will make home more delightful than when 
its chief ornament has received the advantages of a practical 
education. Every lady should be taught something useful. It 
will enable the wife to make the home more attractive. She 
will be more intelligent, a better companion, and more loved 
as a mother or as a friend. Her dormant faculties will be 
drawn out and cultivated, making her stronger for good ; and, 
when the storms of life come, she can brave its dangers, and 
struggle successfully with its disasters. There is scarcely a 
sadder sight than the condition of a woman who has been 
taught only in the fashionable methods of the day, when mis¬ 
fortune has swept away her accustomed means of ease and 
luxury. Her delicate fingers, which have been used only for 
the display of rings, and her soft white hands cannot, in nine 
cases out of ten, be used for practical purposes. She can 


144 


select no pursuit, for she knows none. And while Nature calls 
for work of infinitely varied character, suitable for the support 
of all her offspring, this poor woman knows no kind of useful 
labor. 

279. The Woman Who Has to Support Herself.—Besides 
these there are multitudes of young women who have to earn 
a living before getting married, and many more who never’get 
married at all. They do not wish to spend their lives in 
domestic service, and they refuse to be a burden upon relatives 
who can ill afford them a support. Now, if the proper course 
is taken to render them competent, there is an almost infinite 
number of employments suitable for their sex, and upon which 
they can successfully enter. Indeed, they can all practically 
choose their own pursuit, even to learning a trade. Many 
prefer to study the arts, some take to science, and others 
turn to teaching. Not a few of the employments that have 
been considered masculine are simple and easily acquired, and 
offer attractions to woman’s industry and taste. It is admitted 
that she has exhibited skill, and patience, and sublime forti¬ 
tude in family concerns and trials, and any man would be 
foolish who would not repose confidence in her judgment, 
clear-sightedness, economy, and business ability in matters 
pertaining to domestic life. Why, then, may she not exhibit 
the same qualities in wider fields of usefulness? In pecu¬ 
niary transactions she can be trusted beyond man. Why, 
then, may they not be employed in many branches of trade 
and commerce ? A woman is not expected to perform much 
outdoor labor, but her skill in agriculture is undeniable. 
She perceives quickly, and acts from intuition. She under¬ 
stands easily the nature of plants, but, having no scope, 
she expends her care upon the flowers of the garden, the 
greenhouse, or the orchard. She is a natural horticulturist 
and cultivator. Fruit-trees, shrubs and parterres, foliage and 
verdant lawns, and all the graceful caprice of trees and 
creeping herbage, present to her appreciative eye the most 
pleasing and fanciful combinations. She knows, as if by * 
instinct, how to care for growing animals and fowls, and 
how herbs should be gathered, and fruits ripened and packed * 
and marketed. 


145 


280. The Field of Decorative Art. —And then, again, the 
whole field of decorative art is open to her taste and genius. 
Her capacity to occupy it is intimated by her love of ornament, 
her appreciation of graceful forms, of charming contrasts, of 
beautiful frescos and paintings, and of elegant furniture and 
draperies. The refined state of the decorative arts is con¬ 
spicuous in the elaborate splendor lavished upon the dwellings 
of the rich and refined residents in our towns and cities. The 
principles of design upon which they depend can be acquired 
by the exercise of ordinary care and diligence ; and, if women 
were equally willing to carry on this work, they are as com¬ 
petent as men, and perhaps could excel them in these beautiful 
productions. 

281. The Study of Architecture. —The same may be said of 
the study of architecture. The act of acquiring a knowledge of 
its elementary principles involves endowments with which 
woman is finely gifted. She draws and designs with ease and 
elegance. Eminently perceptive and poetical, she could inter¬ 
pret her ideas into domestic buildings, and imbue them with a 
kind of life, and make their walls and proportions speak of 
her imaginative and romantic feelings. Our edifices would 
receive a more pleasing combination than is produced by the 
reasoning faculty, which is alone exercised by man in his build¬ 
ing designs. She w r ould feel the best thing to be done in the 
number and arrangement of apartments, for who but a woman 
can know a woman’s wants? Yet she has been to a large 
extent ignored in building the house, and hence we behold in too 
many dwellings clumsy proportions, and styles more or less vul¬ 
gar and false. Indeed, the finest structures are often the most 
destitute of any sense of comfort. Let woman be trained and 
practiced in household architecture, and you would see senti¬ 
ment where there is now a dry detail of brick and stone, and a 
charming niche or a cozy recess in every empty space ; and her 
appreciation of beautiful forms, of graceful details and pictur¬ 
esque outlines, would appear in the mansion where she herself 
is the cynosure of all within its circle. 

Besides these, there are drawing, wood-carving, modeling, 
ceramic painting, and other branches of art, pottery, the whole 
field of designing and ornament, working in leather, design, 


14G 


repousse, painting, and an indefinite number of employments 
suited to her capabilities and health, all of which are made 
possible by these training-schools for wofnen, showing that 
there is no sex in work except ability and adaptation. 

282. New Occupations Open to Women. —New trades are 
opened every year to women. The census of 1890 shows that 
they are employed in a great variety of work, such as the 
manufacture of artificial feathers and flowers, book-binding, 
shoe-work, tailoring, dressmaking, confectionery-work, twine¬ 
making, corset-making, fireworks, the canning of vegetables 
and fruits, dressing skins, making hosiery, matches, cigars 
ifnd cigarettes, model-making, photographers, telegraphers, 
plumbers, and pocketbook-makers, shirt-makers, pump-makers 
and refrigerator-makers. There are also female doctors, 
preachers, insurance agents, and trained nurses for the sick, 
typesetters, writers, authors and poets, artists, painters and 
sculptors, bank presidents, cashiers, and treasurers. And the 
better the work, the more it pays. No work is so costly as 
cheap work, and to this end the girls should have an education 
suited to these new opportunities, and we ought to be suffi¬ 
ciently liberal and enlightened to see that they also get a general 
industrial training. Says Emily Faithful, in a recent conver¬ 
sation with a gentleman : 

283. The Policy of Emily Faithful. —“My ‘policy,’ ill 
short, has been simply this : I started from the proposition that 
women are human beings, individuals, with individual needs 
and rights. To supply these needs and maintain these rights, 
the world’s work, its remunerative industries, must be open to 
them as freely as to men. I do not underrate marriage nor 
domestic life. I think it is the highest and happiest state for 
any woman, when it is entered into under the proper conditions 
and relations. But many women have no vocation for domestic 
life; many who have the vocation have not the opportunity. 
To them the industries must be opened, and to how many a 
woman the ability to be herself a producer increases the oppor¬ 
tunity for marriage by increasing her heritage of desirable 
qualities ! Her ability to earn is equivalent to a dower—if we 
look at marriage from a purely prosaic point of view.” 


147 


284. Woman’s Era. —These considerations naturally lead 
to the discussion of the world’s need of business women. 
Shining landmarks in the world’s history, commemorating 
new civilizations, are known as “The Age of Pericles,” “The 
Renaissance,” “The Court of Queen Elizabeth,” “The Refor¬ 
mation.” This present period, the closing year of the nine¬ 
teenth century, will be forever known as “Woman’s Era.” 
“Columbus discovered America, but the American Congress 
has discovered woman,” said an American Queen, Mrs. Potter 
Palmer, at the opening of the World’s Congress Auxiliary, 
October 21st, 1892. 

As the centripetal force of humanity, the essential brooding 
spirit of this new civilization, the mother heart whence the 
arteries and veins, and thence the nerves, muscles, bones, and 
sinews of a new life, grow, it is right, fitting, and inevitable 
that, in this supreme hour, woman’s position, development, 
purposes, outlook, and general relation to the world at large, 
should be announced, studied, and discussed from every con¬ 
ceivable point of view. 

285. Women as Bread-Winners. —What the world needs 
of her today is, indeed, a vital topic. To begin with, one may 
safely declare that the world needs more bread-winners. 

The right to life, liberty, and the pursuit of happiness, 
implies the right to the means whereby to live and to secure 
liberty and happiness. But in woman’s case a gigantic obstacle 
interposes, and, unless we can demonstrate that she is needed 
in remunerative fields of labor, her own needs will count for 
little. The serene, superior, boundless confidence man has 
in his ability to provide for, protect, and fix the place and 
station of every woman on earth, is only equaled by the placid 
unconcern with which he passes away from this planet with¬ 
out leaving wife or daughter a dollar in the world, or a dollar’s 
worth of earning capacity. 

286. The “Patriarchal” System. —The truth is, there is 
no natural nor logical reason why all men should support, or 
claim, or undertake to support, all women and children. It is 
too large a contract. It is not a true division of labor, nor 
wise political economy. Nor is there any just reason why the 


148 


labor of the world should be divided into paid and unpaid 
labor, and all the paid, labor should be man’s work, and all the 
unpaid, woman’s work. Women, nowadays, generally know 
that they are working hard enough to earn, and far more than 
earn, their own living, and this under the greatest possible 
disadvantages. The protection and support theory sounds 
noble, but it is not true. Women have found out that it is 
largely “pretty talk,” good for courting days. President 
Lincoln is reported to have said, “You may fool some of the 
people all of the time, or all of the people some of the time, but 
you can’t fool all of the people all of the time.” The patri¬ 
archal system is dead. Peace to its ashes ! 

287. The World’s Need of Brain-Workers. —The world 
needs more brain-workers. No man should wait until he is 
obliged to earn his own living before he sets himself about it. 
All the forces within him should cry out for activity. This is 
equally true of woman. “Obliged to earn her own living!” 
say you? Yes, obliged to win and preserve her own self- 
respect, her natural love of independence, to fulfil her share of 
the grand activities of the grandest age the world has known, 
to live out her surging, abundant life in congenial work. The 
world needs her rich young brain, her swift, skilful fingers, 
her keen, intuitive perception, her tender conscience, her tire¬ 
less devotion to duty ; and to withhold all these from their 
proper expression not only defrauds her of her birthright, and 
harnesses the eagle to the plow, but it defrauds the world of 
the wealth locked up in her royal capabilities, and is a lavish 
waste of God’s bounty in human brains. 

288. The World’s Need of Home-Builders.— The w'orld 
needs more home-builders. And here the oft-quoted and ever 
just and timely criticism of Emily Faithful, of England, should 
be reaffirmed : “ It is cruel mockery to tell women who have 
no home, that home is woman’s proper sphere,” and it is far 
more cruel to taunt gentle, true-hearted women, who in some 
way have missed marriage, by telling them that every woman 
should be a wife and mother. 

289. Wiser Marriages. —The world needs wiser marriages. 
The most indignant remonstrance against business training for 


149 


women I ever heard came from a popular member of Congress, 
who said, “ Do you wish to make young women so independent 
that they will not need to marry? Your ideas would wreck 
the world if people believed in them, which, thank heaven, 
they do not.” One would think this gentleman, whose wife 
really loved him devoutly, and blindly endorsed all his opin¬ 
ions, would have preferred a woman who felt compelled to 
marry him for a home, to one impelled to marry him for social 
station. 

290. Intelligent Distribution of the World’s Wealth.— 

The world needs an intelligent distribution of its wealth. 
Shall millions of men risk their lives exploring the caverns of 
the earth and the depths of the air and sea for gold, silver, 
plumage, pearls, and diamonds, only that a few favored 
women may be decked in jewels, or clad in furs and sealskins? 

“ To paint the lily, 

Or add another hue unto the rainbow, 

Is wasteful and ridiculous excess.” 

This small fractional portion of womankind, whose splendid 
array and gorgeous coming and going through the earth make 
them appear typical of the sheltered and protected ease and 
luxury of the entire womanhood of the world, deserves tardy 
but respectful consideration. 

It cannot be that womankind has no other interest in the 
precious wealth of the world than to make herself irresistibly 
attractive to its few possessors, and thus to bear off the palm 
before all others, and to win and wear their gold and jewels. 
Ignoble destiny ! Worthy of the Circassian slave or the queen 
of the seraglio! 

Few women of America bear that relation to the wealth of 
the world. Asa fact, the larger portion of the great fortunes 
made by men in this country were made after marriage, and 
the wives of these men, having shared with them the early 
days of poverty and struggle, know well how to sympathize 
with their toiling sisters, understanding also, too well, that 
poverty may be the least of their misfortunes. 

291. Administration of the World’s Charities. —The world 
needs a wiser administration of its charities. If it is still 


150 


largely true that “one-half of the world does not know how 
the other half lives,” and that, in great cities, the “submerged 
tenth ” continues to poison the air that all must breathe, it is 
also true that there is today being done, and wisely done, on 
this planet more truly benevolent work, for the genuine 
uplifting of humanity, than in all the other ages of human 
history taken together. Evils are no longer accepted as 
inevitable, necessary, and eternal, but as symptoms of a state 
of humanity susceptible of treatment. The work of redemp¬ 
tion is largely in the hands of women. And it is work, real 
brain and heart work, of the finest, most subtle, and delicate 
description. If it does, as is incidentally the case, involve 
the handling of large sums of money, the money is not gener¬ 
ally used to pay people for becoming and remaining paupers, 
and thus sinking them deeper in degradation, but for dis¬ 
seminating information, living truths, to lift them to a higher 
plane, educating their children to useful labor, and thus per¬ 
manently improving their condition ; offering “ not alms, but 
a friend and a helping hand.” 

292. Woman’s Sphere.—The exhibits of the work of 
women in all departments of the Columbian Exposition indi¬ 
cate that the women of all the world are now in kindly com¬ 
petition with one another in the development of special talent, 
inherited genius, and acquired skill in invention, construction, 
and production, to meet every phase of human need. And 
everywhere the truly womanly and motherly spirit is mani¬ 
fest, from the kitchen knife that will do execution and not cut 
the fingers, to the humane cattle cars, and improvements in 
the life-saving service ; from the tender training of infants, to 
skilful methods of alleviating the horrors of war, and securing 
safety in.public travel. 

Everywhere her work symbolizes the strength, symmetry, 
grace, and beauty of the usefully trained, nobly developed 
daughters of this new age, this memorable Woman’s Era. 

293. The Business Education of Woman. —In respect of 
the business education of women, we may point out two 
branches for which they are specially adapted, namely, 
stenography and typewriting. 


151 


We have but to glance into the office of any business con¬ 
cern, whose transactions are of any particular moment, to find 
convincing proof that these branches of learning are of value. 
Not only are they of value, but their special value lies in the 
assistance which they furnish the progressive and hurried 
business man. 

There is, perhaps, no study which so trains the mind to a 
clear perception and a quick analysis as shorthand. Type¬ 
writing, too, cultivates these habits of mind, and the other 
important ones of a full knowledge of our language and its 
presentation in properly constructed periods and paragraphs. 
Both studies, when properly taught, lead the student to 
habits of neatness in handwriting and typewriting. 

To go more into detail. The committing of principles and 
word signs necessarily leads to meditation ; while the neces¬ 
sity of quickly reducing to shorthand the rapid utterances of 
speakers, the vehement declamations of debaters, and the 
excited arguments of counsel, the accurate and striking 
description of a splendid reception room, or of a wedding 
ceremony, doing full justice to the ladies’ costumes, and the 
splendor of the intramural decorations, all of which must be 
first noted in shorthand, bring into full play acuteness of hear¬ 
ing, sense of harmony, and knowledge of language. This 
being true, the progressive student soon sees the necessity of 
thorough training of the mind in order to become a proficient 
writer and the recipient of well deserved fees. 

294. Typewriting. —Typewriting may require less of intel¬ 
lectual capacity; yet it requires a quickness of perception 
and a depth of penetration not necessary to the shorthand 
writer, though of much value to her. This is illustrated by 
the endeavor of a man, with muffled utterance and little or no 
knowledge of the English language, to dictate his business 
correspondence. If the operator be thoroughly competent, it 
will be her duty and natural desire to grasp the full meaning, 
and her sense of hearing put to the very utmost tension. 
An addition to the difficulty of understanding the words will 
be the arrangement of his ideas in proper sentences, accurately 
punctuated; and this must be done quickly, for such a 
dictator would become irritated by what might seem to him 


152 


unnecessary delay. If we take another view of the meaning 
of this topic, the subject is still further broadened. 

295. Amanuenses.—The field for a fully equipped amanu¬ 
ensis is almost unlimited. There is scarcely a branch of busi¬ 
ness into which she may not go. And the time is not far 
distant when stenographers will become as much specialists 
as physicians and surgeons now are. When that time arrives, 
one student will qualify as an amanuensis in the real-estate 
business, another in the grocery business, another in the hard¬ 
ware business, another for law offices, and others still for 
insurance and other offices. Even now reporters are becoming 
specialists; for we have reporters of legislative debates, of 
medical conferences, of legal trials, of social events, and even 
of funeral services. 

296. Specialists.—The reason for saying that amanuenses 
will qualify for these distinct lines of business, is that the 
business man is now confronted, when he desires to employ 
an amanuensis, with the knowledge that it will take weeks, 
and, perhaps, months, before the new assistant will become so 
thoroughly versed in his business as to perform his functions 
without delay or error. General conventions, local, benevo¬ 
lent, humane, and social gatherings, society events, etc. are 
becoming so numerous, and the public desire to read of them 
so imperative, that they afford constant employment for many 
lady reporters. The lady reporter has not been schooled in 
the idea of doing all kinds of work, and the fact that she may 
obtain a good clientele in some special line of work, necessarily 
creates in her a desire to settle into that single line of reporting. 

We take the broad stand, therefore, that shorthand writing 
is a profession especially for women, requiring just as much 
study, research, and practice as any other profession. Unlike 
most professions, however, remunerative employment awaits 
the novice, and she may either advance or remain an amanu¬ 
ensis. 

297. What The International Correspondence Schools 
Are Doing for Women. —The International Correspondence 
Schools, of Scranton, Pa., have opened a splendidly promising 
field for the benefit of American womanhood. Besides an 


153 


unrivaled course in shorthand, the system of The Inter¬ 
national Correspondence Schools presents to the women of 
the land courses of unsurpassed merit in bookkeeping, peda¬ 
gogy* architecture, and chemistry. If this be truly “ Woman’s 
Era,” The International Correspondence Schools may fairly 
claim just share in the honor of ennobling the closing days of 
this nineteenth century with a title so truly humane and so 
distinctively honorable. The year that witnessed the inaugu¬ 
ration of this system will be forever reckoned the opening 
of a new epoch in our civilization, the dayspring of woman’s 
emancipation from dependence and restriction, and the open¬ 
ing to her of paths which with education she must adorn, of 
careers which with training she must make a blessing to her 
sex and to the human race, of opportunities which with the 
qualifications demanded she must employ not only for indi¬ 
vidual elevation, for refinement of character, and for purifi¬ 
cation of family life, but for the strengthening of the whole 
social fabric, making life a joy and earth itself a very heaven. 

298. A Generous Education is Every Woman’s Birth¬ 
right. —“No parents should,” says David Starr Jordan, already 
cited, “ let any boy or girl enter life with any less preparation 
than the best they can give. It is true that many college 
graduates, boys and girls alike, do not amount to much after 
the schools have done the best they can. It is true, as I have 
elsewhere insisted, that ‘you cannot fasten a two-thousand- 
dollar education to a fifty-cent boy ’—or girl either. It is also 
true that higher education is not alone a question of preparing 
great men for great things. It must prepare even little men 
for greater things than they would otherwise have found pos¬ 
sible. And so it is with the education of women. The needs 
of the times are imperative. The highest product of social 
evolution is the growth of the civilized home—the home that 
only a wise, cultivated, and high-minded woman can make. 
To furnish such women is one of the worthiest functions of 
higher education. No young woman capable of becoming 
such should be condemned to anything lower. Even with 
those who are in appearance too dull or too vacillating to 
reach any high ideal of wisdom, this may be said—it does no 
harm to try. A few hundred dollars is not much to spend on 


154 


an experiment of such moment. Four of the best years of 
one’s life, spent in the company of noble thoughts and high 
ideals, cannot fail to leave their impress. To be wise, and at 
the same time womanly, is to wield a tremendous influence, 
which may be felt for good in the lives of generations to come. 
It is not forms of government by which men are made or 
unmade. It is the character and influence of their mothers 
and their wives. The higher education of women means more 
for the future than all conceivable legislative reforms. And 
its influence does not stop with the home. It means higher 
standards of manhood, greater thoroughness of training, and 
the coming of better men. Therefore, let us educate our girls 
as well as our boys. A generous education should be the 
birthright of every daughter of the republic as well as of every 
son.” v 


SOME TECHNICAL SCHOOLS. 


299. Purpose of Institutions of Learning. —The purpose of 
any institution of learning, whether of high or low degree, 
should be, if understood aright, to contribute an exactly defined 
amount to the education of the boy or girl, man or woman, who 
may enter its doors. It should have a prescribed plane and 
area of work ; it should have a settled method ; it should be 
expected to apply this method, within its own field, to the 
presentation, by the best known processes, of the most impor¬ 
tant facts and principles of those branches of learning which 
constitute its special province. 

300. Culture and Wisdom.—The education of the boy or 
the girl, of the man or the woman, may be said to consist of so 
much knowledge of the sciences, the literatures, and the arts 

. as the individual finds it practicable to obtain by the applica¬ 
tion of time and thought and study, in hours set apart from 
those of toil and compulsory occupation. Its purpose is two¬ 
fold : to so exercise the mental faculties and powers as to 
confer upon the mind capacity for an easy and enlarged gain of 
both culture and knowledge ; and to endow it with learning 




155 


and wisdom—for these are not the same. Culture and wisdom 
are the highest fruits of education, grafted upon natural talent 
and power, and, well developed, constituting such character 
as has been respected and admired in every age of the world. 
Knowledge is needful, and learning is admirable and desirable 
to make life successful and to yield substance for enjoyment ; 
but, apart from culture and wisdom, purpose and direction to 
useful ends, they fail of their purpose, and life falls short of 
its aim. 

301. The Method of the Primary School.—From univer¬ 
sity to primary school and kindergarten, throughout the 
whole range of human knowledge and of systematically given 
instruction, every element of the educational structure has its 
own special place and purpose, contributing to the final and 
complete result ; but the plan and scope of these elements may 
differ widely. The university, if it be a real university, must 
present to its students the opportunity to become acquainted 
with the elements, at least, of all the sciences, all the litera¬ 
tures and all the arts which contemporary life and modern 
civilization rest upon or imply familiarity with. The primary 
school usually only makes a beginning, as do all the elementary 
schools, in teaching the child how to begin to learn by study, 
and furnishes the first necessary tools for that trade. The 
kindergarten teaches the child how to learn by observation 
and direct experiment; it is the child’s laboratory of applied 
science. But every school and every college and all the 
universities should combine the methods of the conventional 
primary school with those of the kindergarten. Study, obser¬ 
vation, experimental processes and methods must all unite to 
produce the most perfect work, in primary school, secondary 
school, college, and university alike, whether the elements and 
the tools of education, the mental exercise required for higher 
work, or the facts and data and principles of the sciences be 
the purpose of the school. 

302. Diversified Nature of True Education.—But the man 
must be educated for his coming life, and the lives of men 
differ. Education, therefore, while having the same general 
object with all—the cultivation of the powers of the individual 


156 


and the communication of knowledge and culture—must be 
given somewhat different directions, and must cover somewhat 
different fields, for different men, if it is to do its most perfect 
work on every individual. The man independent of com¬ 
pulsory labor, and who looks forward with reasonable confi¬ 
dence to a life of his own choice and making, will naturally 
desire culture, learning, and accomplishments. The youth 
growing up in the home of the workingman, without fortune 
or reasonable expectation of ever securing even a competence, 
compelled to look forward to a life of constant and perhaps 
arduous labor, subject to a competition from neighbors, or 
often from workingmen thousands of miles away, needs, first 
of all, that knowledge and training which will enable him to 
hold his own and make sure of subsistence and freedom from 
privation for his family and himself. The average citizen, 
with such capital as a generation or two of industry and skill 
may have laid aside for him, free to give time and money for 
such education as can be given him before the approach of 
manhood brings with it the cares and responsibilities of his 
later working life, seeks, if he be wise, first the insurance 
against failure in his vocation, next, such culture and such 
knowledge as he may gain therewith, as a part of, or in con¬ 
nection with, his preparation for his life’s work. Finally, the 
well-to-do citizen possessing competence, though not wealth, 
seeks for his son or his daughter a technical training for a 
profession, and a culture befitting his station in life — the 
first the essential, the last the most desired. Every citizen 
asks the privilege and claims the right to secure as much of 
the necessary preparation for the future of his life, and as much 
of that culture which is life, as time, means, and natural 
capacity may permit him to fairly demand. 

303. Monumental Character of Education. —It was long 
ago recognized by statesmen and men of mind that one of the 
first duties of the state is to make sure of the fitting education 
of the people of the state by providing elementary schools for 
all who choose to avail themselves of them. It was also early 
admitted that a system of useful elementary education pre¬ 
supposes higher institutions of learning in which the teachers 
of those schools may be prepared for their work, and in which 


157 


all the learning of the time may be preserved and given fullest 
opportunity for extension and expansion. It is now well 
understood by all intelligent men that the state must, to 
insure the highest prosperity and enlightenment of its people, 
directly or indirectly, by legislation or through the stimulated 
or spontaneous liberality of its wealthy men, superpose secon¬ 
dary schools upon primary, colleges upon the schools, and 
place the universities at the apex of the structure. The great 
states of the West have their state universities ; the old states 
of the East have their Harvard and Yale, and Brown and 
Amherst and Williams, at once monuments to great and 
statesmanlike citizens among the wealthy classes, and cap- 
sheaves of their educational systems. No state so poor and 
sparsely populated, no statesman so weak and narrow, as to 
refuse to build to the very peak of the pyramid. In fact, it is 
often asserted that the true statesman, like Washington and 
Jefferson, Madison and the Adamses, makes the university the 
foundation, the secondary schools the body, and the primary 
schools the supported apex of the system—the whole resting 
safely and firmly, if properly constructed, upon a solid and 
broad foundation of deepest wisdom and greatest learning. 
But with all that the state has heretofore done for popular 
education, in America, there remained, until the establishment 
of The International Correspondence Schools, of Scranton, Pa., 
thousands and tens of thousands of people, both young and of 
mature years, young men and young women, unable, through 
the conditions and circumstances of their lives, to take advan¬ 
tage of existing educational forms or foundations, and were 
thus deprived of the means to train themselves adequately 
for the life work to which they aspire. To these and through 
these, to the nation and to the world at large, The Inter¬ 
national Correspondence system of instruction is a benefaction 
as great as the discovery of a continent. 

304. Government Provision for Higher Education. —The 
governments of Europe are wiser and more liberal than our 
own states. Prussia has erected at Charlottenburg the grandest 
technical institution in the world, at a cost of about $4,000,000. 
Saxony has erected a whole system of trade and polytechnic 
schools ; and Zurich has invested, safely and profitably, some 


158 


millions in her great university, of which the laboratories alone 
have cost about a half-million dollars. With a taxed valu¬ 
ation of $6,500,000,000, the state of New York contributed— 
within the space of a year—just $50,000 to its university, 
under the shadow of the millions given it by its private 
benefactors. Michigan has given about $2,000,000 to her 
university and technical schools ; she also gives a regular tax 
levy of large amount. Wisconsin gives a half-million in build¬ 
ings and a tax levy of about $50,000; California about 
$1,000,000, and a perpetual state tax of one-tenth of a mill, now 
yielding $100,000 a year ; and other states, in a similar manner, 
are just beginning the work which has been going on in 
Europe for a century. 

305. “ This One Thing I Do.”—The professional school, of 

whatever kind, obviously can do its best work when it makes 
professional instruction its whole purpose and work. “This 
one thing I do,” is the motto, in education as in business, both 
because it is by concentration that most is accomplished, and 
because it presupposes the best preparation that the student can 
give time and means to secure. That law school, that school 
of medicine or of engineering, which gives its whole time to 
professional work, and employs specialists for the whole list 
of studies thus given, will be able, as a matter of course, to do 
the most and best work in the time allowed it. It will, other 
things being equal, have the best prepared and most mature 
students, and thus be able to cover most ground with its special 
curriculum. There is one notable feature of progress during 
the generation in our representative scientific and pro¬ 
fessional schools. All are moving their requirements upward 
and eliminating the elementary and non-professional work, 
and offering a larger and larger proportion of the purely 
professional and characteristic branches. With the engineer¬ 
ing schools, this progress is accelerated and compelled by the 
need of higher and higher mathematical preparation ; and, 
with each step in this direction, the student gains, in his 
whole range, the additional time demanded for the increased 
mathematical preparation, being also certain to insure more 
attention to the languages and the literatures, as well as to the 
scientific studies of the preparatory schools, which, in turn, 


159 


are by this pressure continually raised to a higher grade. The 
demand of the school of engineering for higher algebra makes 
its students familiar with French ; the call for solid geometry 
insures the offering of chemistry or of physics ; and the 
requirement of trigonometry brings in students who have 
studied, very likely, two modern languages. 

But a large class of students desiring to enter the professional 
engineering or other schools cannot give time and money to a 
course of eight years duration, dating from the termination of 
their elementary studies, at, say, eighteen, taking first a liberal 
education and then a professional training. These will seek 
the school which offers the more essential professional studies, 
and so much of general education as can be crowded with 
them into four years. The majority of our technical schools at 
present supply this demand, and rarely approximate the ideal 
type above alluded to. This must probably long remain the 
fact with most technical schools. The result of existing con¬ 
ditions in technical training is that the overwhelming majority 
of our operatives, and of all looking for a technical education, 
to be attained without quitting work or leaving home, must 
look to The International Correspondence Schools, which, 
without demanding these great sacrifices, impart the desired 
education. 

306. Higher Standards.—We need, in truth, preparation 
for the technical school, or for those which are attaining the 
rank of professional schools ; and they, in turn, are governed 
and controlled by the conditions of their environment. They 
require as complete a preparation as they can secure from the 
schools which feed them ; the latter must give as good a 
preparation as the circumstances and age of their pupils and 
their facilities permit. In neither case is it a matter of choice, 
purely. Each is continually demanding more of the schools 
below, and forcing, as fast as practicable, schools and pupils 
alike to higher levels of scholarship. Every influence tends to 
compel the more and more careful and judicious selection of 
the work of the whole series of schools, more systematic work 
in instruction, specialization on the part of school and teacher, 
and of pupil, and greater efficiency in the work of both, as 
well. 


160 


307. Separation of Technical and Purely Educational 
Schools. —The separation of the technical from the purely 
educational schools has been by many, especially by foreign 
educators, considered essential to the prosperity of both, and 
especially in the higher grades, where the curriculum of each is 
forced to receive much, and to reject more, of the continually 
and rapidly widening and deepening current of human knowl¬ 
edge. That their coordinate, and even mutually helpful, 
operation may be possible, is now coming to be seen in the 
United States, as never before or elsewhere, in the workings of 
the state universities ; but the existence of, and the reputation 
attained, by a number of our independent technical schools— 
higher, in fact, usually, perhaps, than has been reached by 
the average adjunct university school—indicates that independ¬ 
ence is not necessarily dangerous to success ; and the lesser dis¬ 
tractions of the latter, and the broadening influence of the 
former, may perhaps be by many set off against each other as 
fairly compensating circumstances. 

308. Technical Schools an Essential Part of the Educa¬ 
tional System. —In studying the history of the rise and prog¬ 
ress of technical schools—not only in this country but in 
Europe, and not only in our generation but in the earlier 
generations of European history—we may note that, as Gen¬ 
eral Walker once remarked: “The schools of technology 
illustrate in an eminent degree the law of human progress 
which I have stated. These schools have not come into exist¬ 
ence in obedience to a demand for them. They were created 
through the foresight, the unselfish devotion, the strenuous 
endeavors, of a few rich men, and of very many poor men, 
known as professors of mathematics, chemistry, physics, and 
geology.” They have now become, as he goes on to say, an 
essential part of the educational system, and he adds : “They 
are today doing a work in the intellectual development of our 
people which is not surpassed, if, indeed, it is equaled, by that 
of the classical colleges.” And further: “In the schools of 
applied science and technology, as they are carried on today 
in the United States, involving the most thorough and most 
scholary study of principles directed immediately upon the 
useful arts, and rising, in their higher grades, into original 


161 


investigation and research, is to be found almost the perfection 
of education for young men.” And again: “That all the 
essentials of intellect and character are one whit less fully or 
less happily achieved through such a course of study, let no 
man connected with such an institution for one moment con¬ 
cede.” 

309. Period of Transition.—Organization, systematization, 
concentration, specialization, union of distinctly separated and 
different elements into an orderly and complete whole, are the 
striking characteristics of the changes now progressing in our 
w T hole educational system. 

310. What Is a Real University? — Washington’s great 
hope—the Washington national university—may, perhaps ere 
long, take form and assume as its province that of the prepara¬ 
tion of strong men, of refitting learned teachers and professors 
of universities and colleges of the states, and, especially, of 
carrying on and promoting research in every field of human 
knowledge. We have had no real university since the days of 
the Ptolemies and the foundation of the Alexandrian school. 
The monastic and scholastic element gave us but a narrow 
and fragmentary education. The introduction of the sciences 
during the years since Newton and Gilbert, of the applied 
sciences since Lavoisier, of the arts since Vaucanson, and of 
instruction in the constructive professions, besides that offered 
the older “learned” professions—these have reconstituted the 
university ; and now, as never before for two thousand years 
past, we have looming up before us the outlines of an all¬ 
enclosing educational structure which comprehends the learn¬ 
ing and the principles of the whole range of the literatures, 
the arts, and the sciences of contemporary human develop¬ 
ment. Of this horizon- and zenith-reaching arch, perfect and 
complete as it soon may be, culture and learning are the 
voussoirs, and technical education is the keystone which sus¬ 
tains the whole and its superincumbent burden, the higher life 
of a people. 

311. The Future of America. —Those hundred “ Prophetic 
Voices Concerning America ” preserved by Charles Sumner in 
his remarkable little book under that title, unite in predicting 

6 


162 


marvelous growth and a wonderful future for the people of the 
United States—which means, at a not distant future time, at 
least, the continent of North America ; but this can only prove 
true prophecy when the people of the United States and of 
every state shall have performed their greatest work and their 
noblest duty by insuring to all their successors the lofty 
privilege of education, each for his own life, and of systematic 
training, each for his own chosen work in life. De Tocqueville 
says: “The Americans of the United States, whatever they 
do, will become one of the greatest nations of the earth.” We 
may confidently hope and believe that his prophecy will be 
ultimately fulfilled ; but it will come of highest statecraft, not 
of politics; of real wisdom, not of policy ; and only when the 
“ complete and perfect education ” of a great people for the life 
and the work of a great people shall have fitted it for its final 
destiny. It is the steady and rapid evolution of this great 
system of preparation for a grand destiny that we see now 
progressing throughout the country, and which will soon 
result in a combination of private, state, and national support 
of this most substantial of all possible foundations for nation¬ 
ality and life such as will make safe the accomplishment of 
that most remarkable of all these predictions : 

“ Westward the course of empire takes its way; 

The first four acts already past, 

A fifth shall close the drama with the day ; 

Time’s noblest offspring is the last.” 

312. The Future of College Students.— “The Railroad 
Gazette,” of November 29, 1895, offers an excellent illustration 
of the great advantage of technical education : 

“ Professor Fuertes, of Cornell, has recently undertaken to 
show what has become of 386 graduates of the College of 
Civil Engineering of Cornell University. He finds among 
these 8 presidents of railroads, 8 presidents of industrial 
corporations, 17 city engineers, 35 engineers in practice, 5 
consulting engineers, 9 contractors, and 37 chief engineers, 
managers, or superintendents of municipal or corporate works 
or manufacturing establishments. He finds 22 professors in 
colleges and 15 associate professors and instructors. Of certain 
groups containing 111 of these alumni, nearly all are assistant 


163 


chief engineers or assistant engineers for manufactories, muni¬ 
cipal works, and corporations. There is another group of 52, 
one-half of whom are mining, mechanical, or electrical engi¬ 
neers, and the others architects, sliip-builders, and patent 
lawyers. Finally, there is a group of 22 of these alumni, con¬ 
taining clergymen, merchants, bankers, farmers, and, we 
grieve to say, 2 politicians. It is true that the list compiled 
by Professor Fuertes accounts for only 341 out of 386. Of the 
others 28 have died, and 17 had riot been heard from when the 
list was made up.” 

313. Rensselaer Polytechnic Institute. —The New York 
“ Sun ” says, “ Not long ago a pamphlet was published giving 
partial records of the graduates of the Rensselaer Polytechnic 
Institute, bringing the story down to the end of 1892. The 
first graduating class was in 1826, when ten men were gradua¬ 
ted. The total down to the end of 1892 was about 1,000 ; we 
have not the exact figures. Of these gentlemen, 69 had held 
the position of chief engineer ; 34 were known to have been 
presidents of corporations ; 121 had been vice-presidents, 
general managers, or superintendents of railroads, bridge com¬ 
panies, steel and iron works, mining companies, coal com¬ 
panies, water works, canals, etc. ; 56 had been professors and 
assistant professors in the higher institutions of learning in this 
and other countries ; besides whom many others had served in 
colleges and technical schools as teachers in various capacities. 
It was ascertained that graduates of this institution had held 
positions as presidents, vice-presidents, and engineers, man¬ 
agers, or superintendents of railroads, aggregating over 109,000 
miles in North America, while many miles of railroads had 
been built by them in South America, Europe, and Japan. 

“Before December, 1892, 190 graduates of the Rensselaer 
Polytechnic Institute had become members of the American 
Society of Civil Engineers, 146 of them in the highest grade of 
membership—that is, 11 per cent, of the membership of the 
society was made up of the alumni of the Rensselaer Poly¬ 
technic Institute. While membership in the American Society 
of Civil Engineers is not an absolute test of character or attain¬ 
ments, it is presumptive evidence that the man holding it 
stands considerably above the mean plane of human success.” 


164 


314. The Stevens Institute. The “Sun” also gives the 
following information, furnished by President Morton for the 
Stevens Institute. “ Since 1875, 551 men have graduated there 
with this record : superintendents and managers of the entire 
business of important departments of machine shops and like 
engineering works, 148 ; consulting engineers, carrying pro¬ 
fessional work on their own account, 54 ; professors in tech¬ 
nical or engineering colleges or schools, 30 ; assistant engineers 
or superintendents in workshops and like mechanical estab¬ 
lishments, 55; presidents, vice-presidents, secretaries, and 
treasurers of manufacturing companies, 16; employed in 
designing, drawing, and superintending construction of machin¬ 
ery, 103 ; patent lawyers and solicitors, agents and inspectors 
for manufacturing companies, 36 ; superintendents of motive 
pow r er on important railroads, 8 ; in employ of foreign corpor¬ 
ations, 13; editors of engineering journals, 6; architects, 3; 
chemists, 4 ; unknown or not classified, 50 ; deceased, 25.” 

315. Expense of a College Education. —For our reader’s 
information we subjoin a list of some noted technical and other 
schools and colleges of this country, with figures of practical 
interest. 


CLASSICAL COLLEGES. 


Amherst College. 

Boston University. 

Bowdoin College. 

Brown University 
Bucknell University .. 

California College. 

Clark University. 

Colby University. 

Colgate University ... 
Columbia University... 
Columbian University 

Cornell University. 

Dartmouth College 
Hamilton College 
Harvard University . 

Haverford College. 

Hobart College. 


Tuition. 

...-8110 

. 110 

. 75 

. 105 

. 50 

. 70 

. 200 

60 

. 60 

. 200 

. 100 

. 125 

. 100 

. 75 

. 150 

. 150 

. 75 


Other 

Expenses. 

Lowest. 

$160 

205 

225 

215 

152 

220 

200 

162 

183 

230 

260 

215 

300 

350 

500 

365 

240 




















165 


Other 

Expenses. 

Tuition. Lowest. 

Johns Hopkins University.$200 $187 

Kenyon College . 75 170 

Lafayette College. 100 238 

Lawrence University. 150 200 

Lehigh University . 100 345 

New York University. 100 263 

Northwestern University. 150 262 

Oberlin College. 50 170 

Ottawa University. 30 145 

Pennsylvania State College. 100 194 

Princeton University. 150 329 

Rutgers College... 75 217 

Trinity College. 100 425 

Tufts College. 100 280 

Tulane University. 105 290 

Union College. 75 225 

University of Chicago. 120 395 

University of Pennsylvania. 200 275 

University of Rochester. 60 225 

University of Vermont. 60 178 

Vanderbilt University. 85 180 

Washington University. 150 325 

Wesleyan University. 75 240 

Western Reserve University. 100 271 

Western University of Pennsylvania.. 100 215 

Williams College. 103 275 

Yale University . 155 275 


SCIENTIFIC AND TECHNICAL 

SCHOOLS. Other 

Expenses. 

Tuition. Lowest. 

Armour Institute of Technology.$ 75 $210 

Case School of Applied Science. 100 225 

Columbia University. 200 230 

Cornell University. 125 215 

Lehigh University. 100 200 

Massachusetts Institute of Technology. 200 235 

Polytechnic Institute . 200 300 

Pratt Institute. 75 288 

Rensselaer Polytechnic Institute. 200 428 

Rose Polytechnic Institute. 100 325 

Sheffield Scientific School. 150 200 

Stevens Institute of Technology. 150 290 

Worcester Polytechnic Institute. 160 325 











































AMERICAN TECHNICAL 
SCHOOLS. 



316. Growth of Colleges. — This is certainly the era of 
educational advancement. Reports from colleges in all parts 
of the country indicate, according to “Outlook” (October, 1898), 
a large increase in the entering class over that of any recent 
year. Many of the colleges are crowded to their utmost 
capacity, and some are crowded beyond their capacity, either to 
comfortably house or to properly instruct their students. Yale 
and Princeton, which were both subject during the past year 
to severe criticism of a very unjust and indiscriminating kind, 
have evidently not lost in any degree their hold upon the 
confidence of their constituencies; on the contrary, both 
institutions show decided gains. Amherst and Brown, tem¬ 
porarily without presidents, stand very well in line with the 
institutions which report marked growth. Mount Holyoke 
has already outgrown the accommodations provided by its fine 
and very complete group of new buildings. Smith College will 
probably number more than a thousand students; its new 
dormitory, Tyler Hall, is already absorbed, a chemical labora¬ 
tory is in process of construction, and the foundations are 
being laid for the new academic building, which is to be known 
as Seelve Hall. Wellesley is looking forward to the completion 
of the Houghton Memorial Chapel during the present year, 
and also to the gift of an astronomical observatory which has 
just been made by an unknown friend. The Woman’s College, 
of Baltimore, reports a greater number of students than ever. 

317. Educational Advance. —The annual report of Dr. 
Harris, the Commissioner of Education, presents, according to 
the same periodical just cited (October, 1898), some very 
encouraging facts. The growth of attendance in the ele¬ 
mentary schools and the lengthening of the school life of the 
children under fourteen are among these facts. The increase in 
attendance over the preceding year, 1896-97, was 275,896 pupils. 
The total enrollment was 15,432,426 pupils. The number in 

166 



167 


high schools, academies, colleges, and universities amounted 
to almost a million more. The average length of the school 
life has increased to five years—in some states to seven years. 
In 1872, the number of students enrolled in the higher schools 
was 590 in each million of inhabitants, or one to each com¬ 
munity of two thousand. In 1895, there were 1,190 students 
enrolled in institutions of higher learning to every million of 
the population. In connection with this increase in the num¬ 
ber of students, it must be remembered that the standards of 
admission have advanced until almost two years have been 
added to the preparatory work in the past twenty-five years. 
The advance in the standards of admission to colleges, and the 
higher work done in high schools and academies, justifies, 
according to Dr. Harris, the statement that “the quota receiv¬ 
ing higher education in each million of people is three times 
as great as twenty-five years ago.” This growth in the 
demand for thorough education has increased at the top as 
well as at the bottom. In 1872, the total number of students 
doing post-graduate work was 198 ; in 1897, it was 4,919. In 
special training there is the same remarkable increase. Two 
hundred and eighty in each million of the population were 
studying law, medicine, and theology in 1872. In 1896, 740 in 
every million of the population were receiving special train¬ 
ing. The number of students in scientific schools and tech¬ 
nical schools in 1890 was 15,000; in 1896, it was about 24,000. 
The report is an evidence of the prosperity of the country, as 
well as of its growth in civilization. 

318. Leading Schools and Colleges. —So much by way of 
preface. We now present our readers with a list of the leading 
technical and industrial schools for men and women in the 
United States of America, and of those which give prominence 
to some line or lines of technical or industrial training in 
their curricula. These schools represent earnest and generous 
efforts to diffuse the benefits of technical and industrial train¬ 
ing. They are an honor to the American people and one of 
the chief glories of our age and civilization. Their work must 
leave an impression for enduring good on this generation, and 
secure to thousands yet unborn, the untold blessings that ever 
accompany a practical system of education. 


TECHNOLOGICAL SCHOOLS 


Name. Location. 

State School of Mines.Golden, Col. 

Storrs Agricultural College.Storrs, Conn. 

State School of Technology .Atlanta, Ga. 

Armour Institute.Chicago, Ill. 

Rose Polytechnic Institute.Terre Haute, Ind. 

Worcester Polytechnic Institute.Worcester, Mass. 

Michigan Mining School....Houghton, Mich. 

Stevens’ Institute of Technology.Hoboken, N. J. 

Newark Technical School .Newark, N. J. 

New Mexico School of Mines.Socorro, N. M. 

Rensselaer Polytechnic Institute.Troy, N. Y. 

Case School of Applied Science.Cleveland, Ohio. 

Friends’ Polytechnic School.Salem, Ore. 

Lehigh University.S. Bethlehem, Pa. 

South Carolina Military Academy .Charleston, S. C. 

State School of Mines.T.Rapid City, S. Dak. 

Norwich University .Northfield, Vt. 

Virginia Military Institute.Lexington, Va. 

United States Naval Academy.Annapolis, Md. 

United States Military Academy.West Point, N. Y. * 


INSTITUTIONS. 


Name. Location. 

Alabama Agricultural and Mechanical College.Auburn, Ala. 

State Normal and Industrial School.Normal, Ala. 

University of Arizona .Tucson, Ariz. 

Arkansas Industrial University ..Fayetteville, Ark. 

Branch Normal College ..Pine Bluff, Ark. 

University of California..Berkeley, Cal. 

Colorado Agricultural College.Fort Collins, Col. 

Sheffield Scientific School .New Haven, Conn. 

Delaware College.*.Newark, Del. 

State College for Colored Students.Dover, Del. 

Florida Agricultural College.Lake City, Fla. 

State Normal and Industrial College for Colored 

Students .Tallahassee, Fla. 

University of Georgia.Athens, Ga. 

Georgia Industrial College for Colored Youths.College, Ga. 

University of Idaho ..Moscow, Ida. 

University of Illinois...Champaign, Ill. 


168 









































169 


Name. location. 

Purdue University.Luayette, Ind. 

Iowa Agricultural College.Ames, Iowa. 

Kansas Agricultural College..Manhattan, Kan. 

Kentucky Agricultural and Mechanical College.Lexington, Ky. 

State Normal College.Frankfort, Ky. 

Louisiana State University and Agricultural and 

Mechanical College..Baton Rouge, La. 

Southern University.New Orleans, La. 

Maine State College of Agriculture and the 

Mechanic Arts.Orono, Me. 

Maryland Agricultural College..College Park, Md. 

Massachusetts Agricultural College.Amherst, Mass. 

Massachusetts Institute of Technology.Boston, Mass. 

Michigan Agricultural College Agricultural College, Mich. 

University of Minnesota.Minneapolis, Minn. 

Agricultural and Mechanical College of Missis¬ 
sippi .Agricultural College, Miss. 

Alcorn Agricultural and Mechanical College.Westside, Miss. 

University of the State of Missouri.Columbia, Mo. 

Lincoln Institute.Jefferson City, Mo. 

Montana Agricultural College.Bozeman, Mont. 

University of Nebraska.Lincoln, Neb 

University of Nevada.Reno, Nev. 

New Hampshire College of Agriculture and the 

Mechanic Arts.Durham, N. H. 

Rutger’s Scientific School.New Brunswick, N. J. 

College of Agriculture and the Mechanic Arts.Las Cruces, N. M. 

Cornell University.Ithaca, N. Y. 

North Carolina College of Agriculture and 

Mechanic Arts.W. Raleigh, N. C. 

Agricultural and Mechanical College for the 

Colored Race.Greensboro, N. C. 

North Dakota Agricultural College.Fargo, N. Dak. 

Ohio State University.Columbus, Ohio. 

Oklahoma Agricultural and Mechanical College Stillwater, Okla. 

Oregon State Agricultural College Corvallis, Ore. 

Pennsylvania State College.State College, Pa. 

Rhode Island College of Agriculture and 

Mechanic Arts.Kingston, R. I. 

Clemson Agricultural College.Clemson College, S. C. 

Claflin University .Orangeburg, S. C. 

South Dakota Agricultural College Brookings, S. Dak. 

University of Tennessee.Knoxville, Tenn. 

Agricultural and Mechanical College of Texas.College Station, Tex. 

Prairie View State Normal School.Hempstead, Tex. 

Agricultural College of Utah.Logan, Utah. 

University of Vermont and State Agricultural 

College...Burlington, Vt. 









































170 


Name. Location. 

Virginia Agricultural and Mechanical College.Blacksburg, Va. 

Hampton Normal and Agricultural Institute Hampton, Va. 
Washington Agricultural College and School of 

Science.Pullman, Wash. 

West Virginia University.Morgantown, W. Va. 

West Virginia Colored Institute.Farm, W. Va. 

University of Wisconsin Madison, Wis. 

University of Wyoming .Laramie, Wyo. 


COLLEGES FOR WOMEN. 


Name. Location. 

Mills College and Seminary . Mills College, Cal. 

Rockford College.Rockford, Ill. 

Woman’s College of Baltimore.Baltimore, Md. 

Rad cl i lie College .Cambridge, Mass. 

Smith College.Northampton, Mass. 

Mount Holyoke College.South Hadley, Mass. 

Wellesley College.Wellesley, Mass. 

Evelyn College.Princeton, N. J. 

Wells College.Aurora, N. Y. 

Elmira College...Elmira, N. Y. 

Barnard College .New York, N. Y. 

Rutgers Female College .New T York, N. Y. 

Vassar College .Poughkeepsie, N. Y. 

Cleveland College for Women .Cleveland. O. 

Bryn Mawr College.Bryn Mawr, Pa. 

Randolph-Mason Woman’s College.Lynchburg, Va. 


319. What They Fail to Do. —These schools and colleges, 
with many others which limited space denies us the privilege 
of naming, are for the most part substantially endowed, and 
doing a great work in the field of education and of human 
enlightenment. There are, however, hundreds of thousands 
of men and women whom they do not and can not reach. 

These hundreds of thousands of the best and brightest of 
our people it is the duty and the purpose of The International 
Correspondence Schools, of Scranton, Pa., to reach, to educate, 
and to elevate. 



























EDUCATIONAL VALUE OF 
DRAWING. 


320. The Basis of the Constructive Arts. —There is one 
study which lies at the basis of all the constructive arts, and 
has indeed been made a branch of primary education to the 
children of the poor as well as of the rich in all the systems of 
public instruction in Europe. We refer to the study of the art 
of drawing. Its importance as a branch of industrial educa¬ 
tion will justify the space devoted to its consideration. 

321. The Useful and the Beautiful. —This art was formerly 
valued only in its relation to the fine arts. But now the useful 
can no longer exist apart from the beautiful, and, conse¬ 
quently, there are few industries in which drawing can be dis¬ 
pensed with, it being undoubtedly certain that the notion of 
things comes to the mind through the senses. As our knowl¬ 
edge thus commences with sensible objects, so the natural 
order of studies commences with their reproduction. It 
improves both mind and body, for the eyes become accustomed 
to seize with rapture the lineaments of nature, and not only 
the color and outlines, but the properties of objects before us, 
whether we are walking, or eating, or working. In fact, draw¬ 
ing is the lesson of things which constitute nearly the whole 
action of human experience. 

322. Why Drawing Should Be Taught in the Primary 
Schools. —If the sight of an object pleases a child, what better 
exercise can he have than to copy it ? He learns the relations 
of real things, not by didactic teaching which he cannot 
understand, but intuitively, the exercise educating not only 
the hand and eye, and in a higher degree the judgment also, 
but exciting his curiosity ; he is thus led to draw his own con¬ 
clusions, which stimulates the desire for knowledge. It is 
following the rational method of beginning at the beginning. 
This is why drawing should be placed among the early lessons, 
and should never lose its place at the head of the program. 

171 



172 


When the art of drawing shall be permanently established in 
all the public schools, the cause of industrial education will be 
solidly advanced, and its place marked in the new order of 
educational advancement. 

323. Drawing From the Antique.— Drawing has been called 
the alphabet of art, but it may also be called its literature. 
The principles of drawing have reference not merely to 
scientific accuracy but to real life. They comprehend the law 
of perspective entering into all actual objects viewed in space. 
They have regard, also, to chiaroscuro, by which the round is 
represented on a fiat surface, so that the light is seen behind 
and beyond the object, as in nature, and to all those subtle 
refinements of light and shadow, line and touch, by which 
character is expressed, and, above all, the character of the 
human form, so as to bring out its life and its intellectual and 
spiritual beauty. Hence, drawing from the antique is especially 
useful to mold the taste under the influence of the best models, 
since Greek sculpture is the expression of the beauty in the 
Greek mind, and was, in this intellectual race, nothing more 
nor less than its desire for perfection. Beauty was no weak 
sentiment, at least, in the best period of Greek art. The Greek 
line of beauty was a line of strength. It would be well if our 
students could draw from the original marbles instead of from 
plaster casts, in whose white smoothness all life seems to die, 
though this is the next best thing ; so that, if the pupil, in 
addition to his drawing, could copy the statue in clay, 
analyzing the process step by step in the methods of the 
sculptor, and following his lines, grasping his plastic thought, 
it were better still. No one can study a statue without pencil 
in hand, and how much more to the purpose if he can model it 
in clay and thus be enabled to give an artistic critique of the 
sculptor before the class! In this way he should familiarize 
himself with the Greek masterpieces, steeping himself in their 
spirit, studying the ethical relations which form their style 
and which correspond to the same relations in Greek literature, 
and discriminating clearly their historic epochs. At all events, 
nothing mediocre in sculpture and painting should be allowed 
in the art school, but only the best types, the masters of form 
and color, the great poets of art, to whom the beauty of nature 


173 


was manifestly revealed. It is well, however, to remember 
that the training of the art school, though it may develop the 
artistic faculty, cultivate the taste, and confer skill of manipu¬ 
lation, does not make artists. This is something which belongs 
to mind more than to hand. Andrea del Sarto, whose tech¬ 
nique was perfect, and who “could teach Raphael to draw an 
arm,” himself felt that a higher love was wanting to make him 
the unsurpassed artist. 

324. “Art for Art’s Sake.”—The inspiration of genius, set 
on fire by divine feeling, makes the artist. We know that the 
motto of “art for art’s sake” has been extensively employed 
as a word for the encouragement of students, in order to save 
them from the delusive claims of “high art” ; but it may be 
pressed too far, and as it is only, at best, but half true, it may 
really become a misleading axiom. Art has a wider scope than 
art for art’s sake. It has a higher work than the mere skilful 
imitation, or representation, of any natural object in artistic 
form, in obedience to the mimetic instinct that is often 
slavishly serviceable to please men and flatter them, to decorate 
drawing-rooms, to make “counterfeit presentments” in por¬ 
traiture, and to pamper the senses. True art does not set up a 
booth in Vanity Fair. The artist doubtless wishes to please, 
and he ought to do so; but he should aim at something 
better—he should be a teacher. His divine gift has an object 
beyond itself. He is to humanize and cultivate men. He lifts 
them out of the commonplace into nature, which is never dull, 
and into a world of new ideas. His personality enters into 
his productions, and in this no one can teach him. All that 
he is, and all his acquisitions, wisdom, experience, and life, 
flow into his art. The more of a man he is, the greater 
artist. The broader his culture, the truer his art. He 
should be a man of wide and various reading. His edu¬ 
cation should go on widening, not restricted to the material 
world, but entering the world of ideas, into his own soul, 
until he grow to be an interpreter of natural and spiritual 
things. He is a poet. He comes to sympathetic knowledge 
of the inmost laws of nature and spirit, in which dwell the 
types and the soul of the beautiful. He is, in fact, the priest 
of beauty. 


174 


325. The Beautiful in Art. —Beauty is always truth, but 
truth is not always beauty. Beauty, I know, has various 
types, higher or lower, but the beautiful, truly understood, in 
all ages and forms, remains the highest principle of art. It 
may change its modes of expression. It may be earthly or 
heavenly. It may be realistic as Dutch, or idealistic as Italian, 
art. It may confine itself to form, or it may expand itself 
to embody color, atmosphere, light, until it grows spiritual, 
catching the most fleeting and delicate emotions of the soul. 
It may live in the joyous and nature-loving life of the ancients 
as in the lovely Neo-Greek art of the English painter, Albert 
Moore ; or it may flourish in the life of Christian sentiment as 
expressed in church music and Gothic architecture, and 
exemplified by the solemn picture-frieze of the Church of St. 
Vincent de Paul in Paris, painted by Hippolyte Flandrin ; or it 
may be homely and everyday, as in Eastman Johnston’s 
Yankee village scenes, Frith’s English watering-places and 
horse races, Courbet’s butcher-shops, Millet’s honest peasants 
and silly sheep of Barbazon, and the haystacks of Monet which 
he bought and set up on his lawn in order the better to study 
their light and shade. But when art loses the sense of beauty, 
of delight in beauty, of the interpretation of beauty, of the 
characteristic and typical, of the art of the artist’s own soul 
through the touch of the imagination which opens to him the 
whole world of nature, then art loses its vocation, and it 
might as well be science at once, with, perhaps, a flourish 
of decoration to amuse the fancy, and give up the chase of the 
beautiful and spiritual, the search of the “Holy Grail,” till it 
sink into the material, into, say, the literalism of photography. 
Technique itself may be pressed too far, to the loss of spirit and 
imagination, even as there is a tendency now in music to strive 
for key-effect and the brilliant, for hammer rather than 
harmony, for noise in which poetry and the ethereal essence of 
art exhales. To render the delicate compositions of Chopin 
with the bravura of a military band is an end to all artistic 
expression of musical sentiment. 

326. Growth of Freedom of Sentiment. —The greatest 
advance which we perceive in the conditions of art, theoretic¬ 
ally at least, at the present time, is the growth of freedom of 


175 


sentiment, and the recognition of merit in different and even 
dissimilar styles of artistic production, springing from differ¬ 
ent conceptions of beauty, and varying as widely as the English 
and Japanese schools. The compliment which has just been 
paid by England to our architect, Richard M. Hunt, for his 
share in the fine and original architecture of the World’s Fair, 
is one evidence of this progress in catholicity and appreciation 
of the identity of the artistic principle under its varied forms 
of expression and diversities of aesthetic taste. 

, 327. The Democratic Tendency in Art. —Another sugges¬ 
tion is, that art may be to a certain extent sloughing off its 
exclusive character and becoming more democratic ; and this 
is not a change for the worse, but in the right direction. It is, 
on the whole, a healthful tendency. The best illustration of 
this, in the past, is Dutch art. “Holland owed her preem¬ 
inence in art as well as fn science and scholarship, not to an 
aristocracy, not even to a moneyed class whose inherited 
wealth led them to abstain from business. The men who sus¬ 
tained the painters and musicians, who fostered also science 
and learning, were plain burghers in the cities, merchants 
and manufacturers, men whom Queen Elizabeth called ‘base 
mechanicals,’ who all worked with their own hands, and by 
example or by precept taught that labor alone is honorable.” 
The World’s Fair again affords the best proof of this change. 
Everything beautiful here is not for kings or rich men, but for 
the people—for popular instruction, inspiration, and delight. 
Seeds of thought are sown broadcast over the land. Millions 
of people walk these wide avenues as if in their own pleasure 
garden, and feast on the delightful fruits of intellect and 
genius. All branches of art are developed, and the more so 
because they have found their true aims and relations. Archi¬ 
tecture forms a base for sculpture. Sculpture stands not alone 
but grouped as part and parcel of architecture, as it once did in 
Greece when the great national temples arose ; and painting 
finds its right place in the common field of design and orna¬ 
mentation. Large effects, as another has said, are gained, and 
there is an opportunity for great ideas to be carried out, for 
originality of artistic conception, and for adaptation to national 
type and character. Almost for the first time in our modern 


176 


civilization, the traditions of the medieval ages of conven¬ 
tional art have been broken into, and art, especially archi¬ 
tecture, is democratic and in sympathy with the simplicity and 
breadth of republican ideas. 

328. Truth in Art.—Art is based on truth, and truth is as 
wide as the world. To confine it to a section, or to a set of 
ideas imposed upon it by a class, is to narrow its aim, which 
should be as broad as humanity. An English political writer 
says, “The things that are ‘caviare to the general’ often 
undoubtedly have much merit, but they lack quite as often 
the warm, generous, and immortal vitality which appeals 
alike to rich and poor, to the ignorant and to the learned.” 
This is certainly true of art. It meets the highest culture, but 
is based on the broadest humanity. We doubt, indeed, if there 
really be such a thing as a school of art—the classic school, or 
the romantic school, or the impressionist school, or the Ger¬ 
man and French schools. Any form or type of art that is 
merely conventional, manneristic, learned, of a select school, 
party, or clique, and which does not appeal to the common 
emotions, reason, and imagination, even though it may be the 
fruit of the highest and most exquisite thought, cannot last. 
It strikes no universal chord. It wants power. It is, for 
instance, wonderful that Benvenuto Cellini, creature of Pope 
and Caesar, though full of genius, could have been able to make 
so good a thing as his Perseus, which, if unclassical, has 
endured. The true artist must have faith in man if not in 
men. He should not limit his gift to the service of Lord 
Tomnoddy and Mr. Croesus. The crowds which fill the halls 
of art museums have eyes and souls, and they show this by 
their delight in, and appreciation of, good art. They can be 
educated, at least, to do so. Good work is not lost with 
people, any more than it was in the middle ages. The 
beautiful public buildings of Orvieto, Florence, Cologne, and 
Bruges did not fail of their popular effect. But new ideas 
have sprung up; new faiths, new governments and civiliza¬ 
tions have come into being; and these must, and will, have 
their art expression, so that there should be no want of har¬ 
mony between the artist and the people. There should not 
be, at all events, in a democratic country like ours, a servile 


177 


copying of Old-World forms. Of course there is a historic 
continuity in the evolution of art, but our art should spring 
mainly from our civilization. It should have faith in Ameri¬ 
cans and America. It should be honest, original, and pure ; 
not essentially aristocratic in spirit, but popular, though at 
the same time independent, and above the people, in order to 
command their admiration and respect—in order to be able 
to raise them above themselves, and bring them out of the 
low, the vulgar, and the commonplace, the unloving and the 
unlovely, and to ennoble them by a sight of the beauty of 
the human soul, and of that divine nature which is the 
common heritage of all. 

329. American Art. —While the Greeks and the Italians 
of the "Renaissance “clothed every phase of their intellectual 
energy in the form of art, and it may be said that nothing 
that they produced did not bear the stamp and character of 
fine art,” we, on the contrary, of this age and land, regulate 
our modes of thought by methods of science. We will not 
discuss the question as to which is the higher mode, but 
evidently something vital is lacking when either mode 
becomes exclusive. The present tendency in our country is 
decidedly scientific, to the exclusion of art and to the benefit 
of trade ; and the art we have is, for the most part, foreign. 
Our architecture (though a great improvement is discernible) 
is Italian or French, and so is our painting and sculpture. 
The Genius of Liberty that lights foreigners into our chief gate 
of entrance is a French statue, grand for its size. But for any¬ 
thing like great art, or national art, “great common ideas, 
common to the nation, are essential.” Washington, though 
he has been called an “ English country gentleman,” was an 
American through and through—the first great American 
Republican, who let out every drop of monarchical blood in 
him. Our American heroic art has yet to be created, though 
its beginnings may be seen in the Trumbull Gallery at Yale 
University, where Colonel John Trumbull, the painter of the 
Revolution, is better seen than at the Capitol in Washington. 
We have a heroic history, as Hellas had; and the canvas of 
American art must be a wide one, sufficient to take in our 
history, poetry, faith, American humanity in its full action, 


our industrial energies, our pioneer life and adventure, the 
vegetation, the climate, the grand as well as the quiet and 
familiar features of our scenery, our autumn foliage and sun¬ 
sets, the ideas of freedom and equality, the new spirit as con¬ 
trasted with the spirit of Old World civilization. There 
should be a love of country and a pride in it. There should 
be an honest enthusiasm in this new life, movement, and 
coloring. It is not commonplace. It is as nobly human as 
German or English humanity. It is better than the decayed 
Italian humanity that Michael Angelo had to mine in for his 
models and thought. What were the contests of the Guelphs 
and Ghibellines, the narrow struggles of Florence and Pisa 
and the other miniature republics of Italy, compared with 
ours ! We have had, and do now have, artists of fine genius ; 
but no master has yet been born to reflect American history, 
American democratic thought, and American nature with 
force enough to originate a new school of American art, if that 
were possible or desirable. It is true that our standard of 
taste and life has been heretofore the useful rather than the 
poetic; and that the useful has taken the precedence let us 
not regret, for it is healthful and right that it should do so. 
Art is grounded on the useful; it exists in order to supply 
wants that are real: houses to live in, churches to worship in, 
costumes to wear, and also, above all, objects of the imagina¬ 
tion and of the affections to feed the higher nature. But 
American art will blossom when the aim of life for solely 
commercial ends is less engrossing, and when the imagi¬ 
nation has leisure to work ; when the poetic stir is felt; 
when the love of beauty is awakened through the ennoble¬ 
ment of the mind by culture, so that it can rise above the 
material into the spiritual, where dwell the ideas of beauty 
and truth. 

330. Practical Art. —Art ideas must, however, be supple¬ 
mented by practical workmanship, for both must render their 
assistance in embellishing articles of utility which administer 
to the physical wants of man, as well as to those which look 
to beauty only and the artistic tastes which grow out of it. To 
compete successfully with foreign work, we must have a class 
of artisans as highly cultivated in workmanship as those we 


179 


import from over the sea ; and this skill can be acquired only 
by practice in their respective handicrafts. It is true that, 
with us, applied science and mechanical powers have super¬ 
seded, in a great measure, the burden of heavy labor ; but the 
quick eye, the expert hand, and the acute taste can never be 
dispensed with in the manual processes of the arts and manu¬ 
factures. To meet this imperative demand for first-class 
workmen, without submitting to the exactions and competition 
of foreign artists, we must educate the constructive ability of 
our youth during the period of life now devoted to study 
alone. 

331. The Example of Massachusetts. —Massachusetts gave 
the key-note of industrial-art education in the United States 
by introducing teaching in drawing as one of the several 
branches of instruction in her common schools, an example 
which New York followed soon afterward. It is now gener¬ 
ally recognized as the only foundation upon which the useful 
and decorative arts can be successfully sustained, or upon 
which they can advance to constantly increasing perfection 
in form and beauty. From a mere ornamental accomplish¬ 
ment, it is now, in fact, regarded as a truly indispensable 
element in all industrial education ; while an opinion deduced 
from experience prevails that all progress in the productive 
arts not only requires, but inexorably demands, the most com¬ 
prehensive and accurate knowledge in the designs and models 
which drawing alone can furnish. 

332. Drawing is a Certain Means of Progress. —Drawing 
is the certain means of progress in all the useful arts of life. 
The question whether the pupils in our public schools should 
be instructed in drawing might easily be settled if the 
disputants calmly considered that the greatest number of the 
children are to be the workmen of the future, and that 
the methods of teaching them should be shaped in accordance 
with their destiny. No one can doubt that a knowledge of 
drawing is an essential aid to every class of handicraftsmen, 
for it is the absolute friend of every art. Its predominance is 
visible in every article fabricated by the hands or ingenuity 
of man. 


180 


333. Utility of Drawing.—The practical use of drawing, to 
the pupil, is that it enables him not merely to make, but to 
understand, a sketch or plan in the line of his trade. He can 
give a pictorial presentation of a machine, a building, a bronze, 
or an invention, and he can work from it without instruction 
or blundering, without w r aste of time or material, and carry 
out the design with taste and beauty. 

Here is a striking illustration furnished by W. W. Water¬ 
man, Superintendent of Schools at Taunton, Massachusetts. 
He wrote thus : “Since the introduction of drawing as one of 
the regular studies in the public schools of Taunton, some 
ten years ago, and the maintenance of an evening drawing 
school during the entire season, a very decided improvement 
has been observed in the qualification of youths who leave the 
schools to engage in the industries of the city. The superin¬ 
tendents of our machine shops and other mechanical establish¬ 
ments report that formerly great difficulty was experienced in 
teaching apprentices to read plans, and to understand the 
principles involved in their work. But now, those who have 
been educated in our schools generally read plans quite 
intelligently, become better artisans, and produce a greatly 
improved quality of work. 

“The superintendent of one of the leading locomotive w r orks 
says that he finds the services of the young men who enter 
his establishment from our schools, worth twenty-five per 
cent, more than formerly. Before the systematic study of 
drawing became a part of our school course, skilled labor was, 
from necessity, brought largely from Europe. Now it is sup¬ 
plied mainly from home talent.” 

Similar testimony was afforded by the experience of Miss 
Powers, teacher of drawing in the Woman’s Art School, 
Cooper Union. She declared that in the course of five years she 
had abundant proof of the practical value of the instruction. 


THE SCIENCE OF EXACT 
MEASUREMENTS. 


334. Modern Physical Science. —Modern physical science 
may be, according to Professor Alfred M. Mayer, of the Stevens 
Institute of Technology, Hoboken, N. J., defined and distin¬ 
guished from the knowledge of the ancients as knowledge 
founded on exact measurements. 

335. Exact Measurements. —This science had its birth 
about the time Newton was born, toward the middle of the 
seventeenth century. At that period two notable inventions 
were made : one, the vernier , the invention of Pierre Vernier, 
of France, who described it in “La Construction,” Vusage et 
les proprietes du Cadran Nouveau , 1631; the other was the appli¬ 
cation of the screw to exact measures, first made in 1640 by 
William Gascoigne, who died at the early age of twenty-four 
on the field of Marston Moor, while fighting for Charles I. 
Gascoigne placed in the eyepiece of the telescope a screw 
micrometer, and then attaching the telescope to a divided 
circle, presented to science an instrument capable of making 
the exact measurements which subsequently furnished Newton 
the data on which to frame his theory of the lunar motions, 
and to show that they were conformable to his law of gravita¬ 
tion. Also, by measures made with the micrometer eyepiece, 
Flamsteed gave Newton and Halley the data which enabled 
them to compute the orbit of the comet of 1680. 

The micrometer screw was subsequently used by Ramsden 
in his machines for dividing the straight line and the circle. 
Ramsden’s invention, improved by our distinguished country¬ 
men Rutherford and Rowland, has, in their hands, done 
noble work in ruling diffraction plates with great precision, 
and in giving the most exact measures yet made of the wave¬ 
lengths of light. 

The vernier we need not describe. It is familiar to all 
educated persons. Suffice it to say that its immediate adoption 
as a means of subdividing the smallest divisions of a scale, 

181 



182 


either linear or circular, introduced a degree of precision in 
measurement not thought of before the middle of the seven¬ 
teenth century. 

Precise science is not older than two hundred and fifty 
years, only five times the length of the fifty years which, to 
one of the age of sixty, is looked back upon as a short period, 
in which but little can be accomplished by individual effort. 

336. Effect of Precise Science. —The effects on the forma¬ 
tion of modern science of the two notable inventions we have 
referred to are undeniable, and it will be noted by all students 
of physical science that, in every addition to our means of 
exact measurement, whether of geometric magnitudes or of the 
units used in light, heat, or electricity, sudden advances are 
made in knowledge ; for, to measure the connected parts of 
phenomena is the first and indispensable step to an advance in 
the knowledge of the law which connects the associated facts 
of the phenomena. 

Such advances are very readily recalled. After the invention 
of the revolving mirror by our countryman, Joseph Saxton, in 
1830, it was applied by Wheatstone, in 1834, to the measure¬ 
ment of the velocity of electricity ; and its subsequent use by 
Arago, Foucault, and Michelson, to exact measurements of the 
velocity of light, marks a notable progress in measures of pre¬ 
cision. Rood, of New York, using the same invention, suc¬ 
ceeded in measuring precisely a fraction of time as small as 
the ®f & second. 

Similar advances in our knowledge of the radiant energy of 
the sun, moon, stars, and of the distribution of heat in the 
solar spectrum, followed the invention of the holometer, in 
1891, by Professor Langley, the present secretary of the Smith¬ 
sonian Institution. To enumerate all the advances due to the 
invention of new instruments for exact measurements would 
be to give a good part of the history of modern physics and 
astronomy. 

337. A Knowledge of This Science Important. —If exact 
measurements, as we have attempted to show, permeate all 
the laws and doctrines of modern physical science, we need 
hardly add that students of science must make themselves 


183 


familiar with the instruments and methods used in exact 
measurements, to have an intelligent appreciation of modern 
science and to have confidence in the truth of its statements, 
which, without that knowledge, are to many “a stumbling- 
block and foolishness.” 

To us it is clear that the study and use of the instruments 
employed in exact measurements, and of the methods used in 
combining these measures to arrive at the most exact measure 
possible, are, from an educational point of view, highly impor¬ 
tant. The student thus has his mind opened to the view of 
things and to the workings of nature where the minutia, 
generally disregarded as unimportant, appears of the greatest 
importance in the correct interpretation of nature. 

Working with the instruments used in exact measurements 
gives, in an eminent degree, control of the hand, and training 
of the eye, to minute and careful vision; and, after the 
measures are made, the plotting of them in a curve in which 
the correctness or the incorrectness of the measure made is 
shown to the eye at a glance, cannot fail to further the appre¬ 
ciation of careful and exact work, on which success often 
depends in the practice of a profession or of an art. 


APPLIED MECHANICS AND 
ENGINEERING. 


338. Educational Value of Subjects Taught in Technical 
Colleges.—The educational value of the various branches 
pursued in our technical colleges is—declares Henry T. Eddy, 
C. E., Ph. D., President of the Rose Polytechnic Institute, 
Terre Haute, Indiana—affected by the fact that, in such insti¬ 
tutions, they are essentially yet strictly subordinate parts of 
general courses of professional study. 

339. Applied Mathematics.—The fact that applied mathe¬ 
matics, for example, is an essential part of all our engineering 
courses, requires the student to master an amount and kind of 
mathematics which he otherwise would usually have no 




184 


thought of taking ; while the fact that this study is subordinate 
in its character imposes certain limitations otherwise not 
thought of. 

340. “ Canalization.” —We propose to briefly discuss the 
manner in which the stream of mathematical culture is affected, 
and, as it seems, rendered educationally more valuable, by 
what the engineer would call its canalization —by erecting dams, 
impounding reservoirs, and gates, in order to make its whole 
flow as useful as possible, and let none of it run to waste at its 
own sweet will. 

341. The Study of Mathematics. —Perhaps the first and 
most evident consideration which forces itself upon our atten¬ 
tion in regard to this study is the precarious foothold mathe¬ 
matics had in this country until its study in connection with 
its applications lent vitality to it, and, in fact, made it an 
indispensable part of the outfit of the professional engineer. 
Since the establishment of the technical colleges—we can 
unhesitatingly say because of their establishment—the study of 
mathematics has increased many-fold. Not only has the num¬ 
ber of students pursuing it as a serious part of their course of 
study greatly increased, relatively as well as actually, but the 
extent to which it is pursued by the average student has been 
greatly enlarged. It is self-evident that this enlargement has 
necessarily multiplied its educational value, simply from the 
fact that it is more used. 

342. Spread of Mathematical Culture. —The facts respect¬ 
ing the spread of mathematical culture in this country, within 
a quarter of a century, are so far beyond what any one would 
imagine, who has not investigated them, as to be well-nigh 
incredible ; and this has been almost exclusively due to the 
cultivation of the field of applied mathematics by the techni¬ 
cal colleges. The designing of bridges and other engineering 
structures, of steam-engines, of hoisting apparatus, of pumping 
machinery for water supply and sewerage ; the designing of 
dynamos and motors, of blowers, rock-crushers, stamp- and 
rolling-mills, together with the ever-increasing demands of 
public transportation in its protean requirements, have con¬ 
stantly called for and rewarded the increasing mathematical 


185 


knowledge brought to the solution of its problems. The dis¬ 
cussion of these problems in the engineering societies and 
college classrooms has constantly added to the stream of com¬ 
mon mathematical knowledge. It is as if the application of 
mathematics to its legitimate and necessary uses has trans¬ 
formed and enlarged it, much as the river Clyde was trans¬ 
formed and enlarged by canalizing it from Glasgow to the sea. 
It was thereby changed from a creek, which, at certain stages 
of the tide, might, with difficulty, be used for large craft, to a 
broad and deep waterway, one that the largest ship-building 
industries of the world use at their convenience. A Ruskin 
may, perchance, regret the transformation. We can not. 

343. Consideration Given Mathematical Subjects.— Trade 
and commerce the world over, and so humanity in general, 
have been benefited by the improvement of this stream ; and 
so it is with the improved mathematical culture in our techni¬ 
cal schools. Its proved utility and importance have reacted 
upon the study itself, so as to enhance the esteem in which it 
is held, and thereby greatly increase the care and attention 
bestowed upon it by the faculties of those schools—all of 
which has continually increased its educational value. 

344. Results of This Attention. —One of the results of the 
careful consideration thus given to the mathematical part of 
our technical courses is, that its relative demands for time are 
duly weighed. Its definite relationship to other work demands 
that the time allotted to it shall be very sharply defined and 
conscientiously accounted for, because the student must, within 
the allotted time, cover a predetermined amount of a given 
branch of the subject. 

A due sense of responsibility for time spent is, perhaps, one 
of the most difficult things to enforce in higher mathematical 
study, yet one of whose educational value there can be no ques¬ 
tion. Now, as we are pointing out, the control exercised over the 
study of applied mathematics in our technical courses is, per¬ 
haps, quite as effective as that exercised over any other study. 

345. Applied and Pure Mathematics.— Having now called 
attention to the increased vogue of mathematics in this 
country, as having been largely due to the fact that it meets a 


186 


real need now brought to the consciousness of the professional 
engineer, and having noticed the improved quality of the 
instruction following upon fixing responsibility and focusing 
attention upon a matter to be of so great practical importance, 
we may profitably discuss, for a moment, the distinctive scope 
and character of applied mathematics, as affected by its 
subject matter. It seems to me that the distinction to be 
drawn between this study and that of pure mathematics is like 
that existing between the literary culture of the poet, or 
imaginative writer, and that of the logician, or writer upon 
scientific subjects. The one strives to develop his sense of the 
artistic and harmonious, of rhythm and cadence, of proportion 
and form, of sound as well as sense ; while the other must, 
first of all, have regard to the facts of the external world, and 
to truth as it exists in nature, apart from suggested ideal 
relationships. 

We think this evident distinction in the nature of the work 
done in the higher parts of undergraduate, or professional, 
work in pure and applied mathematics, carries with it, on the 
part of the student, an attitude of sustained attention and 
interest toward applied mathematics which is very largely 
wanting in the average student of pure mathematics. 

We are tempted to the utterance of very strong statements 
as to the educational value of serious, attentive study of 
this kind, which has behind it the powerful stimulus arising 
from the student’s consciousness that it is the pathway to 
a successful professional career. Attention and sustained 
interest form the keystone of the educational arch ; they are 
of such primary importance in determining what education 
truly is that without them, in fact, educational values cannot 
be said to exist. 

3A6. Advantages of Applied Over Pure Mathematics.— 
Just consider the case a moment. Here is this study of applied 
mathematics in its various ramifications, built upon a solid 
foundation of descriptive geometry, calculus, and analytical 
mechanics. Its difficulties (as all admit) are more serious 
than those of any or all other studies in the student’s technical 
course. He cannot expect to gain the advantages of the course 
until he shall have mastered the grammar and vocabulary of 


187 


this new language—until, in fact, he is able to think and 
express himself in the mathematical forms which are the 
accepted medium of technical intercourse. 

What element of educational value is here lacking that can 
be attributed to mathematical study in general ? In the study 
of applied mathematics the impelling motive on the part of the 
average technical student is not, it must be confessed, his 
interest in the subject itself. He regards it as a means to an 
end ; but he must', and he does, patiently exert his powers for 
a long period to master this means to reach the end sought. 
Has not that a great educational value of itself? 

All will accord great value to effort like this, yet its effect 
upon the mind of the student is not so great, we are convinced, 
as if he had an overmastering interest in the subject itself. Its 
effect upon the formation of character may, however, be quite 
as great and quite as salutary as the more absorbed study of 
mathematics for its own sake. That this attitude of willing 
study for valuable ends prevails largely in the study of applied 
mathematics, will, we think, be generally conceded. 

It may further be said that, in the course of such study, 
many a student finds his very highest interest and intellectual 
ambition aroused as to the subject matter of the mathematics 
under consideration. Such students, as it seems to me, reap 
the greatest advantage to be gained from this study. 

We think it but just to assert that no higher educational 
advantage can be gained from mathematical study, in any of 
its fields, than is gained by these students of applied mathe¬ 
matics. 

This last proposition, however, is one from which some 
might be inclined to withhold their assent. They would 
be inclined to think, perhaps, that some of the educational 
virtue of mathematical study is sacrificed when its subject 
matter is largely restricted to the range of subjects lying at the 
basis of the constructive arts. On the contrary, however, we 
are convinced that the gain in definiteness and clearness 
of conception, as to the precise purport of the discussions 
brought to the attention of the student, more than compen¬ 
sates him for any loss he may possibly experience in their 
lack of breadth or generality. 


188 


The very fact that mathematics is applied, within clearly 
understood limitations, to problems, many of which are 
capable of experimental verification, in no way detracts from 
its educational value or vitiates it as a discipline. 

Putting aside all considerations of accidental circumstances, 
which render applied mathematics of such disciplinary and 
educational value in our technical colleges, it can be made 
clear that it is, in itself, as valuable, educationally, as pure 
mathematics, by a brief analysis of the educational value of 
mathematics as compared to that of language, which is per¬ 
haps the only other study that in range and importance can be 
properly compared with it. 

347. Exercise for the Reason. —As has been well remarked 
by Mr. Todhunter, the celebrated Cambridge mathematician, 
“It is the prerogative of mathematics, especially, to supply, 
from the earliest period, exercise for the reason as well as for 
the memory.” The manner in which this exercise for the 
reason is supplied by mathematical study deserves our brief 
consideration. 

348. Language and Mathematical Symbols.— A mathe¬ 
matical symbol of any kind, be it a numeral, a letter, a line, a 
sign of an operation, or an equation, is of such a clearly 
defined nature that the ideas intended to be expressed by 
it may be fully grasped by the mind. Each symbol stands, 
usually, for but a single property or relation of simple character. 
This is in striking contrast with language, where the elements 
used are words. Those in most ordinary use have such a 
multitude of modifications of sense, and such a bewildering 
entourage of subtile suggestions and relationships, that, before 
they can be used for any exact reasoning, the sense in which 
they are to be used must be carefully defined. Is it strange, 
then, that the immature mind of the student finds that 
language, with its infinitude of suggestions and hazy 
indeterminateness, is but a quicksand when he -attempts to 
use it as a basis for his first attempts at reasoning? He needs 
something simpler and more precise in its nature, and some¬ 
thing whose laws are capable of being more explicitly stated. 
He finds this in mathematics. 


189 


349. The Ability to Form Ideas, and Distinguish Rela¬ 
tions With Precision. —To quote again from Todhunter: 
“There is no study which can call forth the faculty of original 
thought and combination of known truths, like the problems 
and exercises of the mathematics.” Now is it not this ability 
to form ideas, and distinguish relations with precision, which 
is the supreme intellectual value of education? 

In the earlier part of education this can be accomplished by 
no study so surely and rapidly as by mathematics. It alone is 
sufficiently simple in its subject matter and relations. Later, 
when the mind is able to carry the more complex relation¬ 
ships, and deal with the probable conclusions of practical life, 
language may be the vehicle of equally valuable educational 
work ; but the crudity of all youthful literary efforts gives 
amide evidence that the young mind is unable to firmly grasp 
the complicated relations involved in the definitions of words. 
Mathematics, rightly taught, is more suited to this stage of 
mental development. 

350. The Inventive Mind-Building Process. —To return 
to the educational position of applied mathematics. There is 
no question but that its complexity and range are sufficiently 
great to tax the best efforts of the student at the time he 
meets it, and there is no question, also, but that, by reason of 
the fact of its application to design, it powerfully stimulates 
that inventive, mind-building process which is one of the 
highest kinds of mental culture to be attained at the average 
college age. 

We are led, then, to reassert emphatically, not only that 
matliemathics, in our technical and engineering courses, has 
lost none of its educational value from the fact of its study 
along the lines of its application, but that, on the contrary, 
this value has been enhanced from this very cause, as well 
as from the several other practical circumstances before 
enumerated. 


EXTRAORDINARY EFFORTS 
FOR ADVANCEMENT. 


351. Self-Sacrificing Americans.— Many men, who have 
been successful by their own sterling worth and by force of 
character, guided by firm purpose to better themselves and 
benefit their fellows, began their careers under circumstances 
of extraordinary difficulty. A brief recital of the successes, 
achieved by some of these eminent Americans, must prove an 
incentive to the Americans of today, to secure for themselves 
at the cost of personal sacrifices the blessings of education, that 
they may reap the rich harvest of success. 

352. Lewis Cass.* —Lewis Cass was born in Exeter, New 
Hampshire, October 9, 1782. Having received a limited educa¬ 
tion at his native place, at the early age of seventeen he crossed 
the Alleghany Mountains on foot, to seek a home in the “Great 
West,” then an almost unexplored wilderness. 

Settling at Marietta, Ohio, he studied law, and was successful. 
Elected, at twenty-five, to the legislature of Ohio, he originated 
the bill which arrested the proceedings of Aaron Burr, and 
was, as stated by Mr. Jefferson, the first blow given to what is 
known as “ Burr’s conspiracy.” In 1807 he was appointed, by 
Mr. Jefferson, marshal of the state, and held the office until the 
latter part of 1811, when he volunteered to repel Indian 
aggressions on the frontier. He was elected colonel of the 
Third Regiment of Ohio Volunteers, and entered the military 
service of the United States at the commencement of the war 
in 1812. Having, by a difficult march, reached Detroit, he 
urged the immediate invasion of Canada, and was the author 
of the proclamation of that event. He was the first to land 
in arms on the enemy’s shore, and, with a small detachment of 
troops, fought and won the first battle, that of the Tarontoe. 
At the subsequent capitulation of Detroit he was absent, on 

♦Charles Lanman : “ Dictionary of the United States Congress, etc.” 

190 




191 


important service, and regretted that his command and him¬ 
self had been included in that capitulation. Liberated on 
parole, he repaired to the seat of government to report the 
causes of the disaster and the failure of the campaign. He 
was immediately appointed a colonel in the regular army, and, 
soon after, promoted to the rank of brigadier-general, having 
in the meantime been elected major-general of the Ohio 
Volunteers. On being exchanged and released from parole, 
he again repaired to the frontier, and joined the army for the 
recovery of Michigan. Being at that time without a com¬ 
mand, he served and distinguished himself as a volunteer, and 
was aide-de-camp to General Harrison at the battle of the 
Thames. He was appointed by President Madison, in October, 
1813, governor of Michigan. His position combined not only 
the ordinary duties of chief magistrate of a civilized com¬ 
munity, but the immediate management and control, as 
superintendent, of the relations with the numerous and power¬ 
ful Indian tribes in that region of country. He conducted, 
with success, the affairs of the territory under embarrassing 
circumstances. Under his sway, peace was preserved between 
the whites and the treacherous and disaffected Indians, law 
and order established, and the territory rapidly advanced in 
population, resources, and prosperity. He held this position 
until July, 1831, when he was, by President Jackson, made 
secretary of war. In the latter part of 1836, President Jackson 
appointed him minister to France, where he remained until 1842, 
when he requested his recall and returned to this country. In 
January, 1845, he was elected, by the legislature of Michigan, 
to the senate of the United States, which place he resigned on 
his nomination in May, 1848, as a candidate for the presidency 
by the political party to which he belonged. After the elec¬ 
tion of his opponent (General Taylor) to that office, the 
legislature of his state, in 1849, reelected him to the senate for 
the unexpired portion of his original term of six years. 
When Mr. Buchanan became president, he invited General 
Cass to the head of the Department of State, which position 
he resigned in December, 1860. He devoted some attention to 
literary pursuits, and his writings, speeches, and state papers 
would make several volumes. He died in Detroit, June 17,1866. 


192 


353. Samuel Shaw. —Samuel Shaw was born in Dighton, 
Mass., in December, 1768, and removed to Putney, Vermont, 
at the age of ten years. He received a limited education, and 
commenced the study of medicine at the age of seventeen. In 
two years he entered upon the practice of his profession at 
Castleton, Vermont, and became eminent as a surgeon. He 
entered early into politics, and was one of the victims of the 
Sedition Law. For his denunciation of the administration of 
John Adams he was imprisoned, and liberated by the people 
without the forms of law, and in 1799 was returned as a member 
of the state legislature. He was for some time a member of 
the state council, and was a representative in congress, from 
Vermont, from 1808 to 1813, having succeeded Mr. Wetherell, 
who had resigned. He was a personal friend of Jefferson and 
Madison, and gave his earnest support to the measures for the 
prosecution of the war. On his retirement from congress, he 
was appointed surgeon in the army, and removed to the city 
of New York. He was subsequently stationed at Greenbush, 
St. Louis, and Norfolk, and held his office until 1816. As an 
instance of his physical endurance, it may be mentioned that 
he, on one occasion, rode on horseback from St. Louis, Mo., to 
Albany, N. Y., in twenty-nine consecutive days. He died in 
Clarendon, Vermont, October 22, 1827. 

354. Guy R. Pelton.—Guy R. Pelton was born at Great 
Barrington, Berkshire county, Massachusetts, August 3, 1825. 
His taste, from early boyhood, had inclined him to the study 
of law, but it was not until he had attained his twentieth year 
that he was enabled to prosecute his plans for a professional 
life, having previously to that time remained upon the home¬ 
stead farm with his father. He spent two years in the academy 
of his native town and three years in the Connecticut Literary 
Institute, after which he devoted one year to teaching at Lee, 
Mass., and at Dover Plains, New York, employing his leisure 
in reading elementary works on law. He then entered a law 
office at Ivinderhook, and completed his studies, being admit¬ 
ted to the bar in 1850. In 1851 he opened a law office in New 
York City, and in 1854 was elected a representative to the 
Thirty-Fourth Congress, after which he returned to New York 
and resumed his professional labors. 


193 


355. Daniel S. Dickinson. —Daniel S. Dickinson was born 
in Goshen, Litchfield County, Connecticut, September 11,1800 ; 
he removed with his father to Chenango County, New York, 
in 1806, where he received a common-school education, and in 
1821 entered upon the duties of a school teacher, and, without 
the aid of an instructor, mastered the Latin language, acquiring 
besides the higher branches of mathematics and other sciences. 
Studying law, he was called to the bar in 1830, and settled 
in Binghamton, where he long practiced his profession with 
success. In 1836 he was elected to the state senate, serving 
from 1837 to 1840; he was judge of the Court of Errors from 1836 
to 1841 ; from 1842 to 1844 he was president of the same court, 
lieutenant-governor, and also president of the senate ; was a 
regent of the University of New York in 1843 ; and a member 
of the convention which nominated J. K. Polk for president, 
as well as a presidential elector in 1844. He was a senator 
in congress, from New York, from 1844 to 1851, serving on 
important committees, originating and ably supporting several 
important measures. In 1861 he was elected attorney-general 
of the state of New York. A delegate to the Baltimore Conven¬ 
tion of 1864, he was in 1865 appointed by President Lincoln 
United States District Attorney for the Southern District of 
New York. He died suddenly in that city, April 12, 1866. 
Before accepting his last public position, he declined several 
appointments tendered him by the president of the United 
States and the governor of New York. His “Life and Works ” 
were published, in 1867, in two volumes. 

356. Schuyler Colfax. —Schuyler Colfax, born in New York 
City, March 23, 1823, attended a public school, and after being 
merchant’s clerk for three years, removed in 1836, with his 
widowed mother, to Indiana, where he held a county office 
and studied law. In 1845 he established the “ St. Joseph 
Valley Register,” at South Bend, which he conducted until 
1855. He was a member, in 1850, of the State Constitutional 
Convention ; elected, in 1848 and 1852, a delegate to the Whig 
National Conventions of those years, he was secretary of each. 
He was chosen representative from Indiana to the Thirty- 
Fourth Congress, and to succeeding congresses, including the 
Fortieth, serving as chairman of the committee on post offices, 


/ 


194 


and as a regent of the Smithsonian Institution. He was elected 
speaker during the Thirty-Eighth Congress, and twice reelected 
to the same position. In 1865 he made an overland journey to 
the Pacific Coast, which formed the subject of a popular lecture 
which he delivered in several states ; in May, 1868, he was nomi¬ 
nated for the office of vice-president on the ticket with General 
Grant for president, both nominees being triumphantly elected 
the following November. 

357. Orville H. Browning.— Orville H. Browning was born 
in Harrison County, Kentucky. After acquiring a good 
English education, he removed to Bracken County, and, while 
performing the duties of a county and circuit clerk, went 
through a course of classical studies at Augusta College. He 
studied law, and on being admitted to the bar, in 1831, settled in 
Quincy, Ill., where he subsequently resided. He served 
through the Black Hawk War, in 1832 ; elected in 1836 a 
senator in the Illinois Legislature, he served in that capacity 
four years. In 1840 he was elected to the lower house, serving 
two years, and, in conjunction with his friend Abraham 
Lincoln, was mainly instrumental in forming the Republican 
party of Illinois, at the Bloomington Convention. He was a 
delegate to the Chicago Convention of 1860, and a warm sup¬ 
porter of the government during the rebellion. On the death of 
Stephen A. Douglas, in 1861, he was appointed a senator in con¬ 
gress to fill the vacancy, and served until the subsequent elec¬ 
tion of W. A. Richardson, in 1863. On the organization of the 
National Union Executive Committee, in June, 1866, he 
became an active member of the same, and on the retire¬ 
ment of James Harlan, secretary of the interior, on the 1st of 
September, 1866, entered President Johnson’s cabinet as head 
of that important department. He was also a delegate to the 
Philadelphia National Union Convention of 1866. On the resig¬ 
nation of Mr. Stanbery as attorney-general, in March,1868, he 
was designated by President Johnson to perform the duties of 
that office, in addition to his own as secretary of the interior. 

358. Samuel A. Smith.—Samuel A. Smith was born in 
Monroe County, Tennessee, June 26, 1822. He lost his father 
when quite young, and, with limited opportunities for attending 


195 


school, spent the most of his time on a farm until he came 
of age. At that time he began to attend school in earnest, at 
the end of three months became a teacher, and for two years 
alternately attended and taught school in his native county. 
He also taught school during the ten months that he studied 
law, and was admitted to the bar in 1845. During that year 
he was elected attorney-general for the Third Judicial District 
of Tennessee, which office he held until 1848. He was a 
delegate to the National Convention of that year, held at Balti¬ 
more, and was soon afterwards chosen a presidential elector. 
He was again chosen an elector in 1852. In 1850 he took 
a deep interest in the affairs of the East Tennessee and Georgia 
Railroad, was elected a representative from Tennessee to the 
Thirty-Third Congress, reelected to the Thirty-Fourth and the 
Thirty-Fifth Congress, and was chairman of the joint com¬ 
mittee on printing. In 1859 he was appointed, by President 
Buchanan, Commissioner of the General Land Office, and 
resigned in February, I860. 

359. Daniel Webster. —Daniel Webster was born in the 
town of Salisbury, New Hampshire, January 18, 1782. His 
opportunities for education were very limited, and he was 
indebted for his earliest instruction to his mother. For a few 
months only, in 1796, he enjoyed the advantages of Phillips’s 
Exeter Academy, where his education for college commenced, 
and it was completed at Boscawen. He entered Dartmouth 
College in 1797, and graduated in 1801. Soon after, he 
engaged in professional studies, first in his native village, and 
afterwards at Fryeburg, in Maine, wdiere, at the same time, he 
had charge of the academy, and was also a copyist in the office 
of the register of deeds. Having completed his legal studies, 
he was admitted to the bar of Suffolk, Mass., in the year 1805. 
He commenced the practice of law in his native state and 
county; in 1807 he removed to Portsmouth, N. H., and soon 
succeeded in obtaining a respectable but not lucrative practice. 
In 1812 he was chosen a representative to congress from New 
Hampshire, and was reelected. Removing to Boston in 
1816, he was at once placed beside the leaders of the Massa¬ 
chusetts bar, having already appeared before the supreme 
court of the United States at Washington. By his argument 


196 


in a Dartmouth College case, carried by appeal to Washington, 
in 1817, he took rank among the most distinguished jurists in 
the country. In 1820 he was chosen a member of the conven¬ 
tion for revising the constitution of Massachusetts. He was 
offered, about this time, a nomination as a senator of the 
United States, but declined. In 1822 he was elected a repre¬ 
sentative in Congress from the city of Boston, took his seat in 
December, 1823, and early in the session made his celebrated 
speech on the Creek Revolution, which at once established 
his reputation as one of the first statesmen of the age. 
This speech secured him an easy reelection. In 1826 he 
was again elected, and under the presidency of Adams was 
leader of the friends of the administration, first in the House 
of Representatives, and then in the senate, to which he 
was elected in 1827. His speech on the Panama mission was 
made in the first session of the Nineteenth Congress. When 
the tariff law of 1824 was brought forward he spoke against it, 
on the ground of expediency. He remained in the senate a 
period of 12 years. In 1830 he made what is generally regarded 
as the ablest of his parliamentary efforts—his second speech 
in reply to Colonel Havne, of South Carolina. Webster, 
although opposed to the administration of General Jackson, 
gave it a cordial support in its measures for the defence of the 
Union in 1832 and 1833, but opposed its financial system. In 
1839 he made a short visit to Europe. His fame had pre¬ 
ceded him, and he was received at the French and English 
courts with the attention due to his character and talents. 
On the accession of President Harrison he was appointed 
secretary of state, and continued in this office by Presi¬ 
dent Tyler. President Tyler’s cabinet was broken up in 1842, 
but Webster remained in office until the spring of 1843, being 
desirous of promoting certain matters, connected with our 
foreign relations. Webster returned to the senate in 1845, 
and he remained in that distinguished body until 1850, 
when he was appointed secretary of state, by President Fill¬ 
more. In December, 1850, the famous Hulsemann letter was 
written. In 1851, by his judicious management of the Cuban 
question, he obtained of the Spanish government the pardon 
of the followers of Lopez, who had been deported to Spain. 


197 


About the same time he received from the English government 
an apology for the interference of a British cruiser with an 
American steamer, in the waters of Nicaragua. This was the 
second time that the British had made a similar concession at 
the instance of Daniel AVebster. The first was in reference to 
the destruction of the “ Caroline,” at Schosser, and it is 
understood that it was on the strength of a private letter 
that he addressed to Lord Palmerston, that Sir John F. 
Crampton was made Minister Plenipotentiary to Washington. 
He paid much attention to agriculture, and his residence, 
when not engaged at public business in Washington, was either 
at Marshfield, Mass., or at the place of his birth in New Hamp¬ 
shire. The works of Webster were published in six volumes, 
with a biographical memoir by Edward Everett. He died 
October 23, 1852, at Marshfield. In that year, his “Private 
Life” was published, and in 1857 two volumes of his “Pri¬ 
vate Correspondence” were edited by his son, Fletcher 
A\ r ebster, subsequently killed in battle during the civil war. 

360. William Wall. —William Wall was born in Philadel¬ 
phia, March 20, 1801. He served seven years as an apprentice 
to a rope maker ; removed to Kings County, Long Island, in 
1822, where he followed his business of rope making so suc¬ 
cessfully that when he gave it up, in 1856, he had acquired a 
large fortune. AVhile engaged in active business cares, he was 
called upon to fill a great number of local offices, such as 
commissioner of highways, school trustee, supervisor, com¬ 
missioner of water works, etc. ; and in 1860 was elected a 
representative from New York to the Thirty-Seventh Con¬ 
gress, serving on the committees on revolutionary claims, 
and expenditures on public buildings. He was also a dele¬ 
gate to the Philadelphia Loyalists’ Convention of 1866. 

361. Roger Sherman.— Roger Sherman was born at New¬ 
ton, Mass., April 19, 1721. He had no educational advan¬ 
tages, yet so eager in the pursuit of knowledge that when 
apprenticed to a shoemaker he often had a book open before 
him while at his work. In 1743 he removed to New Milford, 
Conn., carrying his tools upon his back ; he soon relinquished 
his trade, however, and was for a time engaged in mercantile 


198 


pursuits. He afterwards studied law, settled in New Haven, 
and was admitted to the bar in 1754. He was judge of the 
county, superior, and supreme courts for a period of twenty- 
three years, was a member of the First Congress, in 1774, and 
for many years continued a member. He signed the declara¬ 
tion of independence in 1776, and also the articles of con¬ 
federation, and the constitution. After the adoption of the 
constitution of the United States, in regard to which he took a 
prominent part, he was elected representative in congress, from 
Connecticut, and chosen senator in 1791, continuing in that 
high station until his death, July 23, 1793. He was a profound 
and sagacious statesman, an able and upright judge, and an 
exemplary Christian. He was made Master of Arts at Yale 
College, and was treasurer of that institution from 1766 to 
1776. 

362. Lovell H. Rousseau. —Lovell H. Rousseau was born 
near Stanford, Lincoln County, Kentucky, August 4, 1818, to 
which place his father had emigrated from Virginia. He was 
chiefly educated by himself, acquiring thus a good English edu¬ 
cation, and, having adopted the profession of law, practiced it 
with success in Indiana, to which state he had removed in 1841. 
He was elected for three years to the legislature of Indiana, 
and for three years to the senate of the state ; served through 
the war with Mexico as a captain, and was present at Buena 
Vista; in 1850 he returned to Louisville, Kentucky, where he 
subsequently resided. In 1860 he was elected by both politi¬ 
cal parties to the senate of Kentucky, and after serving through 
the stormy session of 1861, resigned his seat and asked for per¬ 
mission to raise troops for the war. In June, of that year, he 
was commissioned a colonel of volunteers, and in July was in 
camp with four companies ; in October, 1861, he was appointed 
a brigadier-general, was present at the battle of Shiloh, and 
reported for gallantry ; was also in the battle of Perryville, and 
for his “distinguished gallantry and good service” there, was, 
in October, 1862, commissioned a major-general. He was also in 
the advance upon Corinth, after the battle of Shiloh, and in 
the battle of Stone River, and many smaller engagements. He 
conducted, in 1864, a highly successful and important raid into 
the heart of Alabama, and defended Fortress Rosecrans with 


199 


8,000 men, during the siege of Nashville. In 1865 he was 
elected a representative, from Kentucky, to the Thirty-Ninth 
Congress, and served on the committee on military affairs, and 
on roads and canals. He was also one of the representatives 
designated by the House in 1866, to attend the funeral of 
General Scott. In April, 1867, he was appointed a brigadier- 
general in the regular army, and assigned to duty in the new 
territory of Alaska. 

363. Thomas Corwin. —Thomas Corwin was born in Bour¬ 
bon County, Kentucky, July 29,1794. Rising from humble life 
he became distinguished as a lawyer, having been called to the 
bar in 1817. He was elected to the Ohio Legislature in 1822, 
and afterwards a representative in congress from the Warren 
District, in 1831. Continuing a member of the house until 
1840, he was, in October of that year, chosen governor of Ohio, 
ahd was a presidential elector in 1844. He was governor but two 
years, Wilson Shannon succeeding him in 1842. The Whigs, 
having a majority in the legislature of Ohio in 1845, elected 
him a United States senator, which office he held till his 
appointment to the cabinet, in 1850, as secretary of the 
treasury, under President Fillmore. He was long known in 
congress an an advocate of the Whig measures of policy. As a 
stump speaker, and before a jury, his eloquence was singularly 
effective. In October, 1858, he was elected a representative in 
congress, from Ohio, for the term commencing in 1859, and 
during that year a volume of his speeches was published. He 
was chairman of the committee on foreign affairs, and of the 
Special Committee of Thirty-Three, on the rebellious states, in 
the Thirty-Sixth Congress. He was reelected to the Thirty- 
Seventh Congress, but in 1861 was appointed by President 
Lincoln as Minister to Mexico. After his return from Mexico 
he resided in Washington, where he died December 18, 1865. 

364. Patrick Henry. —Patrick Henry was born in Studley, 
Hanover County, Virginia, May 29, 1736. His education was 
neglected until he had reached the age of manhood, and was a 
husband and father ; then it was that he began to study law, 
and was soon admitted to practice. In 1764 he made his first 
striking effort as an advocate and an orator, and from that 


200 


year became famous. He was the first man of mark in 
Virginia to declare against the usurpations of Britain. In 
1765, chosen to the Virginia Assembly, he there introduced 
a set of remarkable resolutions, supporting them with a 
speech of surpassing ability. From that time he was hailed as 
the great advocate of human rights and national liberty. He 
was elected a delegate from Virginia, to the Continental Con¬ 
gress, from 1774 to 1776 ; and there distinguished himself as an 
orator. He also signed the declaration of independence. He 
was delegate to the Richmond convention of 1777, and again 
electrified the people by his eloquence. In 1776 he was elected 
governor of Virginia, reelected, and then declined a reelection. 
From 1780 to 1791 he served in the assembly of the State, and 
was a member, in 1788, of the convention to ratify the federal 
constitution, to which he was opposed. In 1795, Washington 
tendered him the office of secretary of state, but he preferred 
the retirement of home. He was again elected governor, in 
1796, but declined to serve. In 1799, President Adams offered 
him the mission to France, but his failing health compelled 
him to decline that honor also ; and on the 6th of June, of 
that year, he died. Evidences of his splendid intellect are 
abundant and “familiar as household words,” and a tribute 
paid to the Christian religion, in his will, is, for beauty and 
force, without a parallel in the English language. 

365. Isaac Hill.—Isaac Hill was born in Summerville, 
Mass., April 7,1788. In 1798, his parents removed to a farm in 
Ashburnham, Mass. His education was exceedingly limited, 
and at the age of fourteen he was apprenticed in a printing 
office. In 1809, at the expiration of his apprenticeship, he 
went to Concord, New Hampshire, and purchased the “Amer¬ 
ican Patriot,” afterwards issued as “The New Hampshire 
Patriot.” His untiring efforts made this a paper of immense 
circulation and influence during the twenty years of his editor¬ 
ship. During that period he was twice chosen clerk of the 
state senate ; was once a representative in the legislature, and 
elected a member of the state senate in 1820, 1821, 1822, and 
1827. In 1828 he was a candidate for United States Senator, 
but failed of election. In 1829 he was appointed, by President 
.Jackson, second comptroller of the treasury, and Held the 


201 


office until April, 1830. Returning to New Hampshire, he was 
by the legislature elected United States Senator for six years, 
from 1831. In 1836, being elected governor of New Hampshire, 
he resigned his senatorship, and was reelected governor in 1837 
and 1838. In 1840, he was appointed, by President Van Buren, 
subtreasurer, at Boston, and in that year established, in con¬ 
nection with his two oldest sons, “ Hill’s New Hampshire 
Patriot,” which they published and edited until 1847, when 
that paper was united with “The Patriot.” He also published 
“The Farmers’ Monthly A T isitor,” an agricultural paper, 
for ten years; and during the last fifteen years of his life 
devoted much attention to agriculture. He died in Washing¬ 
ton, March 22, 1851. 

366. William D. Kelley.—William D. Kelley was born in 
Philadelphia, in the spring of 1814; received a good English 
education ; commenced life as a reader in a printing house; 
spent seven years as an apprentice in a jewelry establishment; 
removed to Boston and followed his trade there for four years, 
devoting some attention to literary matters ; returning to Phila¬ 
delphia, he studied law and was admitted to the bar in 1841, and 
held the office, for some years, of judge of the Court of Common 
Pleas, in Philadelphia. In addition to his many political 
speeches, a number of literary addresses had been published 
from his pen. He was elected a representative, from Pennsyl¬ 
vania, to the Thirty-Seventh Congress, serving as a member of 
the committees on Indian affairs, and expenditures on public 
buildings. Reelected to the Thirty-Eighth Congress, he served 
on the committee on agriculture and on that on naval affairs. 
Reelected to the Thirty-Ninth Congress, he served on the com¬ 
mittees on library, and naval affairs, and on freedmen. He was 
a delegate to the Philadelphia Loyalists’ Convention of 1866, 
and, reelected to the Fortieth Congress, served on his old 
committees and as chairman of that on weights and measures. 
He was, till his death, prominent in national politics, especially 
on tariff questions. 

367. Alexander H. Stephens.— Alexander II. Stephens was 
born in Taliaferro County, Georgia, February 11, 1812. He 
was left an orphan at the age of fourteen, when kind friends, 


202 


Unsolicited, furnished him with the means to obtain an edu¬ 
cation, all of which he subsequently returned, with interest. 
He prepared himself for college in nine months, and graduated 
from Franklin College in 1832. He studied law, and was admit¬ 
ted to practice in 1834. After paying his debts, his first earn¬ 
ings were devoted to redeeming, from the hands of strangers, 
the home of his childhood, which had been sold after his father’s 
death. In 1836 he was elected to the lower house of the state 
legislature, where he served five years, devoting himself espe¬ 
cially to the internal interests of his native state. In 1839, he 
was chosen a delegate to the Commercial Convention at Charles¬ 
ton, where he is said to have made a deep impression by his 
peculiar eloquence. In 1842 he was elected to the senate 
of his state, and in 1843 chosen a representative in Congress 
from Georgia, to which position he was regularly reelected 
up to the close of the Thirty-Fifth Congress. He served on 
many committees, delivered many speeches, and it was while 
he officiated as chairman of the committee on territories, that 
the territories of Minnesota and Oregon were admitted into the 
Union. He subsequently became identified with the rebellion, 
and in 1861 was chosen vice-president and member of Congress 
of the so called Southern Confederacy. He was subsequently 
confined, as a prisoner of state, in Fort Warren, and released by 
order of President Johnson. In 1866, he was chosen a delegate 
to the Philadelphia National Union Convention, but did not 
attend its proceedings. 

368. Sam Houston.—Sam Houston was born in Rockbridge 
County, Virginia, March 2, 1793. He lost his father when 
quite young, and his mother removed with her family to the 
banks of the Tennessee, at that time the limit of civilization. 
Here he received but a scanty education. He passed several 
years among the Cherokee Indians ; in fact, through all his 
life, he seems to have held opinions with Rousseau, and 
retained a predilection for life in the wilderness. After having 
served for a term as clerk to a country trader, and kept a 
school, in 1813 he enlisted in the army and served under 
General Jackson in the war with the Creek Indians. He 
distinguished himself on several notable occasions, and at the 
conclusion of the war had risen to the rank of lieutenant, but 


203 


soon resigned his commission, and commenced the study of 
law at Nashville. It was about this time that he began his 
political life. After holding several minor offices in Tennessee, 
he was, in 1823, elected to congress, and continued a member of 
that body until 1827, when he became governor of Tennessee. 
In 1829, before the expiration of the gubernatorial term, he 
resigned his office, and went to take up his abode among the 
Cherokees in Arkansas. During his residence among the 
Indians, he became acquainted with the frauds practiced upon 
them by the government agents, and undertook a mission to 
Washington for the purpose of exposing them. In the execu¬ 
tion of this project he met with but little success, became 
involved in lawsuits, and returned to his Indian friends. 
During a visit to Texas, he was requested to allow his name to 
be used in the canvass for a convention called to meet to 
form a constitution for Texas, prior to its admission into the 
Mexican Union. He consented, and was unanimously elected. 
The constitution drawn up by the convention was rejected by 
Santa Anna, at that time in power, and the disaffection of 
the Texans, caused thereby, still further heightened by a 
demand upon them to give up their arms. They determined 
upon resistance; a militia was organized, and Austin, the 
founder of the colony, elected commander-in-chief, in which 
office he was shortly after succeeded by General Hous¬ 
ton. Houston conducted the war with vigor, and finally 
brought it to a successful termination by the famous battle 
of San Jacinto, fought in April, 1836. In May, 1836, he 
signed a treaty in which the independence of Texas was 
acknowledged, and in October of the same year was inaugu¬ 
rated first president of the republic. As the same person could 
not constitutionally be elected president twice in succession, 
he became, at the end of his term of office, a member of the 
Texan Congress. He was again, however, in 1841, elevated to 
the presidential chair. During the whole time that he held 
that office, it was his favorite policy to effect the annexation 
of Texas to the United States ; but he retired from office 
before he saw the consummation of his wishes. Texas became? 
in 1846, one of the states of the Union, and General Houston 
was elected to the senate, of which body he remained a member 


204 


until 1859, the close of the Thirty-Fifth Congress, serving 
on the committee on Indian affairs. In 1859, he was elected 
governor of Texas. In a letter written while serving his state 
as senator, he characteristically said that he “ had risen from a 
sergeant up to president of a republic, and down to senator of 
the United States.” In the days of secession, he remained 
true to the Union. He died at Huntsville, Texas, July 25, 1863. 

369. The Scotch-Irish Race.—No race has stronger char¬ 
acteristics, bodily or mental, than that powerful, obstinate, 
fiery, pious, humorous, honest, industrious, hard-headed, 
intelligent, thoughtful, and reasoning people, the Scotch-Irish. 
The vigorous qualities of the Scotch-Irish have left broad and 
deep traces upon the history of the United States. As if with 
some hereditary instinct, they settled along the great Alle¬ 
gheny ridge, principally from Pennsylvania to Georgia, in the 
fertile valleys and broader expanses of level land on either side, 
especially to the westward. In the healthy and genial air of 
these regions, renowned for the handsomest breed of men and 
women in the world, the Scotch-Irish acted out, with thorough 
freedom, all the vigorous and often violent impulses of their 
nature. They were pioneers, Indian-fighters, politicians, 
theologians; and they were as polemic in everything else as 
in theology. Jackson and Calhoun were of this blood. An 
observant traveler in Tennessee once aptly described the 
interest with which he found, in that state, literally hundreds 
of forms and faces with traits so like the lean, erect figure, high, 
narrow head, stiff, black hair, and stern features of the fighting 
old president, that their owners might have been his brothers. 
Many of our eminent Presbyterian theologians, like the late 
Dr. Wilson, of Cincinnati, have been Scotch-Irish, too, and 
with their spiritual weapons have waged many a contro¬ 
versy as unyielding, as stern, and as unsparing as the battle 
in which Jackson beat down Calhoun by showing him a halter, 
or as that brutal knife fight in which he and Thomas II. Ben¬ 
ton nearly cut out each other’s lives. 

370. The Personality of Horace Greeley. —Horace Greeley 
was of this Scotch-Irish race, and after a rule which physi¬ 
ologists well know to be not very uncommon, he presented a 


205 


direct reverse of many of its traits, more especially its physical 
ones. Instead of a lean, erect person, dry, hard muscles, a high, 
narrow head, coarse, stiff, black hair, and a stern look, he tended 
to be fat, was shambling and bowed over in carrying himself, 
thin-skinned and smooth and fair as a baby, with a wide, 
long, yet rounded head, silky-fine, almost white hair, and 
an habitually meek sort of smile, which, however, was not to 
be trusted to as an index of the mind within. Meek as be 
looked, no man living was readier with a strong, sharp 
answer. Non-resistant as he was physically, there was not a 
more uncompromising opponent and intense combatant in 
these United States. Mentally, he showed a predominance of 
Scotch-Irish blood, modified by certain characteristics which 
reveal themselves in his readiness to receive new theories of life. 

371. His Early Years. —Greeley was born February 3, 1811, 
at his father’s farm, in Amherst, New Hampshire. The town 
was part of a district first settled by a small company of six¬ 
teen families of Scotch-Irish from Londonderry. These were 
part of a considerable emigration in 1718 from that city, whose 
members at first endeavored to settle in Massachusetts. They 
were, however, so ill received by the Massachusetts settlers that 
they found it necessary to scatter away into distant parts of the 
country before they could find rest for the soles of their feet. 

The ancestors of Greeley were farmers, those of the name of 
Greeley being often blacksmiths also. The boy was fully 
occupied with hard farm work, and attended the Amer¬ 
ican farmers’ college, the district school. Fie had an intense 
natural love for acquiring knowledge, and learned to read of 
himself. Fie could read any child’s book when he was three, 
and any ordinary book at four ; and having still, as his biogra¬ 
pher, Mr. Parton, suggests, an overplus of mental activity, 
learned to read as readily with the book sideways or upside 
down, as right side up. 

Greeley, like a number of men who have grown up to 
become capable of a vast quantity of hard work and useful¬ 
ness, was extremely feeble at birth, and was even thought 
scarcely likely to live when he first entered the world. During 
his first year he was feeble and sickly. Flis mother, who had 
lost her two children born next before him, seemed to be 


206 


doubly fond of her weak little one, both for the sake of those 
that were gone, and because of his very weakness, and she 
kept him by her side much more closely than if he had been 
strong and well; and day after day she sang and repeated to him 
an endless store of songs and ballads, stories and traditions. 
This vivid oral literature had doubtless great influence in stim¬ 
ulating the child’s natural aptitude for mental activity. 

Greeley’s father was not a much better financier than his 
son. In 1820, in spite of all the honest, hard work that he 
could do, he became bankrupt, and in 1821 moved to a new 
residence in Vermont. 

372. His Predilection for Newspaper Work. —Greeley 
seems to have had such an inborn instinct after newspapers, 
and newspaper work, as Mozart had for music and musical 
composition. He himself says, on this point, in his own 
“Recollections” in the “New York Ledger,” “Having loved 
and devoured newspapers—indeed, every form of periodical— 
from childhood, I early resolved to be a printer if I could.” 
When only eleven years old he applied to be received as an 
apprentice in a newspaper office at Whitehall, Vt., and was 
greatly cast down by being refused on account of his youth. 
Four years afterwards, in the spring of 1826, he obtained 
employment in the office of the “ Northern Spectator,” at East 
Poultnev, Vt., and thus began his professional career. 

As a young man, Greeley was not only poorly, but most 
extremely carelessly dressed ; absent-minded yet observant; 
awkward and indeed clownish in his manners ; extremely 
fond of the game of checkers, at which he seldom found an 
equal; and also of fishing and bee-hunting. Fonder still he 
was of reading and acquiring general knowledge, for which a 
public library in the town offered valuable advantages ; and he 
very soon became, as a biographer says, a “town encyclo¬ 
pedia,” appealed to, as a court of last resort, by every one who 
was at a loss for information. In the local debating society of 
the place he was assiduous and prominent, and noticeable 
both for the remarkable body of detailed facts which he could 
bring to bear upon the questions discussed, and for his 
thorough devotion to his argument. Whatever his opinion, 
he stuck to it against either reasoning or authority. 


207 


373. As a Printer. —In his calling as a printer, he was most 
laborious, and quickly became the most valuable hand in the 
office. He also began here his experience as a writer—if that may 
be called written which was never set down with a pen. For 
he was wont to compose condensations of news paragraphs, and 
even original paragraphs of his own, framing his sentences in 
his mind as he stood at the case, and setting them up in type, 
entirely without the intermediate process of setting them down 
in manuscript. This practice was exactly the way to cultivate 
economy, clearness, and directness of style ; as it was necessary 
to know accurately what was to be said, or else the letters in 
the composing stick would have to be distributed and set up 
again ; and it was natural to use the fewest and plainest pos¬ 
sible words. 

While Horace was thus at work, his father had again 
removed beyond the Alleghanies, where he was doing his best 
to bring some new land under cultivation. The son, mean¬ 
while, and for some time after his apprenticeship, too, used to 
send to his father all the money that he could save from scanty 
wages. He continued to assist his father, indeed, until the latter 
was made permanently comfortable upon a valuable and well- 
stocked farm. He even paid up some of his father’s old debts 
in New Hampshire, thirty years after they had been contracted. 

374. His First Slave Experience.— Mr. Greeley has 
recorded that while in Poultney he witnessed a fugitive 
slave chase. New York had then yet a remainder of slavery 
in her, in the persons of a few colored people who had been 
under age when the state abolished slavery, and had been left 
by law to wait for their freedom until they should be twenty- 
eight years old. Mr. Greeley tells the story in the “New 
York Ledger.” 

375. In Erie, Pa.— In June, 1830, the “ Northern Spectator ” 
was discontinued, and our encyclopedic apprentice was turned 
loose on the world. Hereupon he traveled, partly on foot and 
partly by canal, to his father’s place in Western Pennsylvania. 
Here he remained a while, and then, after one or two unsuccess¬ 
ful attempts to find work, succeeded at Erie, Pa., where he 
was employed for seven months. During this time, his board 


208 


with his employer having been part of his pay, he used, for 
other personal expenses, six dollars in cash. The wages 
remaining due him amounted to just ninety-nine dollars. Of 
this he now gave his father eighty-five, put the rest in his 
pocket and went to New York. 

376. In New York.—He reached the city on Friday morn¬ 
ing, at sunrise, August 18, 1881, with ten dollars, his bundle, 
and his trade. He engaged board and lodging at $2.50 a week, 
and hunted the printing offices for employment during that 
day and Saturday in vain ; fell in with a fellow-Vermonter 
early Monday morning, a journeyman printer like himself, 
and was by him presented to his foreman. Now there was in 
the office a very difficult piece of composition, a polyglot testa¬ 
ment, on which various printers had refused to work. The 
applicant was, as he always had been, very queer looking ; 
insomuch that, while waiting for the foreman’s arrival, the 
other printers were impelled to make many personal remarks 
about him. But though equally entertained with his appear¬ 
ance, the foreman, rather to oblige the introducer than from 
any admiration of the new hand, permitted him a trial, and 
he was set at work on the terrible polyglot. 

377. Greeley as a Journeyman. —While a journeyman 
here, he worked very hard indeed, as he was paid by the 
piece, and the work was necessarily slow. He was at the same 
time, according to his habit, accustomed to talk very fluently, 
his first day’s silent labor having been an exception ; and his 
voluble and earnest utterance, singular, high voice, fullness, 
accuracy, his readiness with facts, and positive, though good- 
natured, tenacious disputatiousness, together with his very 
marked personal traits, made him the phenomenon of the 
office. Ilis complexion w r as so fair, and his hair so flaxen 
white, that the men nicknamed him “ the ghost.” The mis¬ 
chievous juniors played him many tricks, some of them rough 
enough, but he only begged to be let alone, so that he might 
work, and they soon got tired of the teasing, from which there 
was no reaction. Besides, he was forever lending them money, 
for, like very many of the profession, the other men in the 
office w T ere profuse with wdiatever funds w^ere in hand, and 


209 


often needy before pay-day ; while bis own unconscious par¬ 
simony in personal expenditures was to him a sort of For- 
tunatus’ purse—an unfailing fountain. 

378. “The Morning Post.’’ —For about a year and a half 
Greeley worked as a journeyman printer. During 1832 he had 
become acquainted with a Mr. Story, an enterprising young 
printer, and also with Horatio D. Sheppard, the originator of 
the idea of a cheap daily paper. The three consulted and 
cooperated ; in December the printing firm of Greeley & Story 
was formed, and on the first of January, 1833, the first number 
of the first cheap New York daily, “ The Morning Post,” was 
issued, ‘‘price two cents,” Dr. Sheppard being editor. Various 
disappointments stopped the paper before the end of the third 
week, but the idea was a correct one. “The New York Sun,” 
issued in accordance with it nine months later, is still a pros¬ 
perous newspaper, and the great morning dailies of New York, 
including the “Tribune,” are logically founded upon the same 
model. 

379. “ The Weekly New Yorker.” —Though this paper 
stopped, the the job printing firm of Greeley & Story went on 
and made money. At Mr. Story’s death, July 9th, 1833, his 
brother-in-law, Mr. Winchester, took his place in the office. 
In 1834 the firm resolved to establish a weekly ; and on March 
22nd, 1834, appeared the first number of “The Weekly New 
Yorker,” owned by the firm, with Mr. Greeley as editor. 
He had now found his proper work, and he pursued it ever 
afterward with remarkable force, industry, and success. 

This success, however, was only editorial, not financial, so 
far as “ The New Yorker ” was concerned. The paper began 
with twelve subscribers, and without any flourishes or prom¬ 
ises. By its own literary, political, and statistical value, its 
circulation rose in a year to 4,500, and afterwards to 9,000. 
But when it stopped, September 20th, 1841, it left its editor 
laboring under troublesome debts, both receivable and paya¬ 
ble. The difficulty was manifold; its chief sources were, 
Greeley’s own deficiencies as a financier, his supplying too 
many subscribers on credit, and the widespread calamities of 
the great business crash of 1837. 


210 


380. His Other Ventures.— Daring the existence of “The 
New Yorker,” Greeley also edited two short-lived but influ¬ 
ential political campaign sheets. One of these, “The Jeffer¬ 
sonian,” was published weekly, at Albany. This was a Whig 
paper, which appeared during a whole year, from March, 1838, 
and kept its editor over-busy, with the necessary weekly journey 
to Albany, and the double work. The other was “ The Log 
Cabin,” the well known Harrison campaign paper, issued 
weekly during the exciting days of “Tippecanoe and Tyler 
too,” in 1840, and continued as a family paper for a year 
afterwards. Of the very first number of this famous little 
sheet, 48,000 were sold, and the edition rapidly increased to 
nearly 90,000. Neither of these two papers, however, made 
much money for their editor. But during his labors on the 
three, “The New Yorker,” “The Jeffersonian,” and “The 
Log Cabin,” he had gained a standing as a political and 
statistical editor of force, information, and ability. 

381. Greeley’s Editorial Work.—Greeley’s editorial work 
on “The New Yorker” was a sort of literary springtime to 
him. The paper itself was much more largely literary than 
“ The Tribune ” is at present. In his editorial writing in those 
days, moreover, there is a certain rhetorical copiousness of 
expression which the seriousness and the pressures of an over¬ 
crowded life afterwards cut sharply and closely off; and he 
even frequently indulged in poetical compositions. This 
ornamental material, however, was certainly not his happiest 
kind of effort. Greeley was at his best only when wholly 
utilitarian. Poetry and rhetoric did not yield kindly expres¬ 
sion to his forceful convictions. 

382. “The New-York Tribune.”—The great work of 
Greeley’s life, however—“The New-York Tribune”—had not 
yet begun, though he was thirty years old. Its commence¬ 
ment was announced, in one of the last numbers of “The 
Log Cabin,” for April 10, 1841, and its first number appeared 
on the very day of the funeral solemnities with which New 
York honored the memory of President Harrison, upon whom 
Mr. Greeley pronounced a fitting eulogy. 

Greeley was the chief editor of “ The Tribune ” for twenty-six 


211 


years, and the persistent love with which he regarded his 
gigantic child strikingly appears in the final paragraph of the 
article referred to : 

“Fame is a vapor; popularity an accident; riches take 
wings ; the only earthly certainty is oblivion; no man can 
foresee what a day may bring forth; those who cheer today 
will often curse tomorrow ; and yet I cherish the hope that 
the journal I projected and established will live and flourish 
long after I shall have moldered into forgotten dust, being 
guided by a larger wisdom, a more unerring sagacity to dis¬ 
cover the right, though not by a more unfaltering readiness to 
embrace and defend it at whatever personal cost; and that 
the stone which covers my ashes may bear to future eyes 
the still intelligible inscription, ‘ Founder of The New York 
Tribune.’ ” 

383. The Growth of “The Tribune.” —“The Tribune” 
began with some 600 subscribers. Of its first number, 5,000 
copies were printed, and, as Greeley himself once said, he 
“ found some difficulty in giving them away.” At the end of 
the first week the cash account stood, receipts, $92 ; expendi¬ 
tures, $525. Now, the proprietor’s whole money capital was 
$1,000, borrowed money. But—as has more than once been 
the case with others—an unjust attack on the “Tribune” 
strengthened it. An unprincipled attempt was made by the 
publisher of “The Sun,” to bribe and bully the newsman and 
then to flog the newsboys out of selling “The Tribune.” 
“ The Tribune ” was prompt in telling the story to the public, 
and the public showed that sense of justice so natural to 
all communities, by subscribing to it at the rate of three hun¬ 
dred a day for three weeks at a time. In four weeks it sold an 
edition of six thousand, and in seven it sold eleven thousand, 
which was then all that it could print. Its advertising patron¬ 
age grew equally fast. And what was infinitely more than this 
rush of subscribers, a steady and judicious business man 
became, at the end of July, not four months from its first issue, 
a partner with Greeley in his lucky venture. This was Thomas 
McElrath, whose sound business management undoubtedly 
supplied the concern with an element more indispensable to its 
continued prosperity than any editorial ability whatever. 


212 


384. From 1844 to 1858 . —In 1844 Greeley worked with tre¬ 
mendous intensity for the election of Henry Clay, but to no pur¬ 
pose. In February, 1845, “The Tribune ” office was thoroughly 
burned out, but, fortunately, with no serious loss. The paper 
was, throughout, completely opposed to the Mexican war. 
In 1848, and subsequently, the paper, at first with hopeful 
enthusiasm, and at last with sorrow, chronicled the outbreak, 
progress, and fate of the great republican uprising in Europe. 
During the same year Greeley served a three months’ term in 
congress, signalizing himself by a persistent series of attacks, 
both in the House and in his paper, on the existing practice 
in computing and paying mileage—a comparatively petty 
swindle, mean enough, doubtless, in itself, but very far from 
being the national evil most prominently requiring a remedy. 
This proceeding made Greeley a number of enemies, gained 
him some inefficient approbation, and did not cure the evil. 
In 1857 he went to Europe, to see the “ Crystal Palace,” or 
World’s Fair, that year in London. He was a member of 
one of the “juries” which distributed premiums on that 
occasion ; investigated industrial life in England with some 
care ; and gave some significant and influential information 
about newspaper matters, in testifying before a parliamentary 
committee on the repeal of certain oppressive taxes on news¬ 
papers. He made a short trip to France and Italy, and on his 
return home, reaching the dock at New York about 6 a. m., 
having already made up the matter for an “extra,” while on 
board the steamer, he rushed at once to the office, seizing 
the opportunity to “beat” the other morning papers by an 
“ exclusive ” extra ; sent off for the compositors, who had all 
gone to bed at their homes ; began setting up the matter him¬ 
self ; worked away, along with the rest, until his exclusive extra 
was all ready; and then departed contentedly to his own home. 

385. Greeley as an Abolitionist.—Greeley had always 
been a natural abolitionist; but, with the most of the Whig 
party, he had been willing to allow the question of slavery to 
remain in a secondary position for a long time. He was, how¬ 
ever, a willing, early, vigorous, and useful member of the 
Republican party, when that party became an unavoidable 
national necessity, as the exponent of freedom. With that 


213 


party he labored hard during the Fremont campaign, through 
the times of the Kansas wars, and for the election of Mr. 
Lincoln. When the rebellion broke out, he stood by the 
nation to the best of his ability, and if he gave mistaken 
counsels at any time, his mistakes were the unavoidable 
results of mental organization, and not in the least due to 
any conscious swerving from principle, either in ethics or in 
politics. 

386. His Political Life.—Mr. Greeley, though frequently 
named by his friends for political office, held but one, and 
that a seat in Congress for a short term, during which he 
devoted himself, as we have seen, to secure the abolition of 
the franking privilege and to obtain the passage of a home¬ 
stead law. He was subsequently prominently brought forward 
for the office of United States Senator, and came within a few 
votes of receiving the nomination. Still later, he was a candi¬ 
date for congress and defeated. 

Quite unexpectedly to the country, the “Liberal” party, 
organized in the early part of 1872, at its national convention 
in Cincinnati, placed him in nomination for the presidency, 
upon a platform pledging reform in the civil service. The 
acceptance of Mr. Greeley made him a formidable candidate, 
and the Democratic party, in convention at Baltimore, ratified 
his nomination and accepted his platform, thus bringing him 
before the country as the only rival of President Grant. 

His reception into the Democratic fold, after having for 
years been an acknowledged Republican leader, was a death¬ 
blow to Mr. Greeley’s aspirations. Although still prosecuting 
his canvass vigorously, he lost heart, and acknowledged that 
he had no chance of election. Troubles now fell thick and 
fast upon his devoted head. His old friends deserted him, his 
dearly beloved wife died, he was defeated in the election, and 
three weeks later, he himself, a broken-hearted, worn-out, and 
bitterly disappointed man, laid down the heavy burden of life. 

387. Men of the People.—It is interesting to notice how, • 
in the great struggle that convulsed our country and tried our 
republican institutions, so many of the men who held the 
working oar were representative men of the people. To a great 


214 


extent they were men who grew up with no other early 
worldly advantages than those which a democratic republic 
offers to every citizen born upon her soil. Lincoln, from the 
slave states, and Chase and Henry Wilson from the free, may be 
called the peculiar sons of democracy. That hardy Spartan 
mother trained them early, on her black broth, to her fatigues, 
and wrestlings, and watchings, and gave them their shields, on 
entering the battle of life, with only the Spartan mother’s 
brief—“With this, or upon this.” 

Native force and democratic institutions raised Lincoln to 
the highest seat in the nation, and to no mean seat among the 
nations of the earth ; and the same forces in Massachusetts 
caused that state, in an hour of critical battle for the great 
principles of democratic liberty, to choose Henry Wilson, the 
self-taught, fearless shoemaker’s apprentice of Natick, over the 
head of the gifted and graceful Everett, the darling of foreign 
courts, the representative of all the sentiments and training 
which transmitted aristocratic ideas have yet left in Boston and 
Cambridge. All this was part and parcel of the magnificent 
drama which has been acting on the stage of this country for 
the hope and consolation of all born to labor and poverty in 
all nations of the earth. 

388. Henry Wilson.—Henry Wilson, the famous United 
States Senator, was born at Farmington, N. H., February 12, 
1818, of very poor parents. At the age of ten he was bound to 
a farmer till he was twenty-one. Here he had the usual lot of 
a farmer boy—plain, abundant food, coarse clothing, incessant 
work, and a few weeks’ schooling at the district school in winter. 

In these ten years of toil, the boy, by twilight, firelight, and 
on Sundays, had read over one thousand volumes of history, 
geography, biography and general literature, borrowed from 
the school libraries and from those of generous individuals. 

389. His Struggle for an Education. —At twenty-one he 
was his own master, to begin the world ; and in looking over 
his inventory for starting in life, found only a sound and 
healthy body, and a mind trained to reflection by solitary 
thought. He went to Natick, Mass., to learn the trade of a 
shoemaker, and in working at it two years, he saved enough 


215 


money to attend the academy at Concord and Wolfsborough, 
N. H. But the man with whom he had deposited his hard 
earnings became insolvent; the money he had toiled for so 
long, vanished ; and he was obliged to leave his studies, go back 
to Natick and make more. Undaunted, he resolved still 
to pursue his object, uniting it with his daily toil. He formed 
a debating society among the young mechanics of the place ; 
investigated subjects, read, wrote and spoke on all the themes 
of the day, as the spirit within him gave utterance. Some 
others among his fellow mechanics, were awakened by his 
influence, and subsequently held high places in the literary 
and diplomatic world. 

390. His Political Career. —In 1840, young Wilson came 
forward as a public speaker. He engaged in the Harrison elec¬ 
tion campaign, made sixty speeches in about four months, and 
was well repaid by his share in the triumph of the party. He 
was then elected to the Massachusetts Legislature as represen¬ 
tative from Natick. 

Having begun life on the workingman’s side, and known, 
by his own experience, the workingman’s trials, temptations, 
and hard struggles, he felt the sacredness of a poor man’s 
labor, and entered public life with a heart to take the part of 
the toiling and the oppressed. 

391. His Sympathy With Labor. —He was, of course, quick 
to feel that the great question of his time was the question of 
labor and its rights and rewards. He was quick to feel the 
“ irrepressible conflict,” which Seward so happily designated, 
between the two modes of society existing in America, and to 
know that they must fight and struggle till one of them 
throttled and killed the other ; and prompt to understand this, 
he made his early election to live or die on the side of the 
laboring poor, whose most oppressed type was the African slave. 

In the legislature, he introduced a motion against the exten¬ 
sion of slave territory ; and, in 1845, went with Whittier to 
Washington, with the remonstrance of Massachusetts against 
the admission of Texas as a slave state. 

When the Whig party became inefficient in the cause of 
liberty, through too much deference to the slave power, Henry 


Wilson, like Charles Sumner, left it and became one of the 
most energetic and efficient organizers in forming the Free- 
Soil party of Massachusetts. In its interests, he bought a daily 
paper in Boston, which for some time he edited with great 
ability. 

Meanwhile, he rose to one step of honor after another, in 
his adopted state ; he became president of the Massachusetts 
Senate ; and at length, after a well contested election, was sent 
to take the place of the accomplished Everett in the United 
States Senate. 

392. Triumph of Principle. —His election was a sturdy 
triumph of principle. His antagonist had every advantage of 
birth and breeding, every grace which early leisure, constant 
culture, and the most persevering, conscientious self-education 
could afford. He was, in grace of person, manners, and mind, 
the ideal of Massachusetts aristocracy ; but he wanted that 
clear insight into actual events, which early poverty and labor 
had given to his antagonist. His sympathies, in the great 
labor question of the land, were with the graceful and culti¬ 
vated aristocrats rather than with the clumsy, ungainly 
laborer ; and he but professed the feeling of all aristocrats in 
saying, at the outset of his political life, while Wilson was yet 
a child, that in the event of a servile insurrection, he would 
be among the first to shoulder a musket to defend the masters. 

But the great day of the Lord was at hand. The events 
which since have been enrolled in fire and blood had begun 
their inevitable course ; and the plain workingman was taken 
by the hand of Providence towards the high places where he, 
with other workingmen, should shape the destiny of the labor 
question for this age and for all ages. 

393. In Washington. —Wilson went to Washington in 
the very heat and fervor of that conflict which the gigantic 
Giddings, with his great body and unflinching courage, said 
to a friend, was to him “a severer trial of human nerve than 
the facing of cannon and bullets.” The slave aristocracy had 
come down in great wrath, as if knowing that its time was 
short. The senate chamber rang with their oaths and curses, 
as they tore and raged like wild beasts against those whom 


217 


neither their blandishments nor their threats could subdue. 
Wilson brought there his face of serene good nature, his 
vigorous stocky frame, which had never seen ill health, and 
in which the nerves were yet an undiscovered region. It was 
entirely useless to bully, threaten, or cajole that honest, good- 
humored, immovable man, who stood like a rock in their way, 
and took all their fury as unconsciously as a rock takes the 
foam of breaking waves. In every anti-slavery movement he 
was always foremost, perfectly awake, perfectly well informed, 
and with that hardy, practical business knowledge of men and 
things which came from his early education, prepared to 
work out into actual forms what Sumner gave out as splendid 
theories. 

394. In the Senate —Wilson’s impression on the senate 
was not mainly that of an orator. His speeches were as free 
from the artifices of rhetoric as those of Lincoln, but they were 
distinguished for the weight and abundance of the practical 
information and good sense which they contained. He 
never spoke on a subject before he had made himself minutely 
acquainted with it in all its parts, and was accurately familiar 
with all that belonged to it. Not even John Quincy Adams or 
Charles Sumner could show a more perfect knowledge of what 
they were talking about than Henry Wilson. Whatever 
extraneous stores of knowledge and belles lettres may have 
been possessed by any of his associates, no man on the floor 
of the senate could know more of the United States of America ; 
and what was wanting in the graces of the orator, or the 
refinements of the rhetorician, was more than made amends 
for in the steady, irresistible, strong tread of the honest 
man, determined to accomplish a worthy purpose. 

395. As Chairman of the Military Committee. —Wilson 
succeeded Benton as chairman of the military committee of 
the senate, and it was fortunate for the country that, when 
the sudden storm of the war broke upon us, so strong a hand 
held this helm. General Scott said that he had done more 
work in the first three months of the war than had been done 
in his position before for twenty years ; and Secretary Cameron 
attributed the salvation of Washington, in those early days, 


218 


mainly to Henry Wilson’s power of doing the apparently 
impossible in getting the Northern armies into the field in 
time to meet the danger. 

His published account of what congress did to destroy 
slavery is a history which no man living was better fitted to 
write. No man could be more minutely acquainted with the 
facts, more capable of tracing effects to causes, and thus com¬ 
petent to erect this imperishable monument to the honor of 
his country. 

It was meet that the poor, farm-bound apprentice, the 
shoemaker of Natick, should thus chronicle the great history 
of the deliverance of labor from disgrace in this democratic 
nation. 

396. The Thirty-Seventh and the Thirty-Eighth Con¬ 
gress. —There is something sublime in the history of the move¬ 
ments of the Thirty-Seventh and the Thirty-Eighth Congress of 
the United States. Perhaps never, in any country, did an 
equal number of wise and just men meet together under a 
more religious sense of their responsibility to God and to man¬ 
kind. Never had there been a deeper and more religious awe 
presiding over popular elections than those which sent those 
men to Congress to man our national ship in the terrors of the 
most critical passage our stormy world has ever seen. They 
were the old, picked, tried seamen, stout of heart, giants in 
conscience and moral sense. They were the scarred veterans 
of long years of battling for the great principles of the Declara¬ 
tion of Independence ; men who in old times had come through 
great battles with the beasts of the slavery Ephesus, and still 
wore the scars of their teeth. They had seen their president 
stricken down at their head, and though bleeding inwardly, 
had closed up their ranks shoulder to shoulder, to go steadily 
on with the great work for which he died. 

Henry Wilson wrote a “ History of the Anti-Slavery Meas¬ 
ures in Congress,” in a brief, clear, compact summary, and 
made of it a volume which ought to be in every true American 
library. It is a volume of which every American has just and 
honest reason to be proud, and to which every republican, the 
whole world over, should look with hope and trust, as exhibit¬ 
ing the magnificent morality, the dauntless courage, the 


219 


unwearied faith, hope, and charity that are the crown jewels of 
republics. The men who carried through these magnificient 
reforms —they are our jewels. 

The bold and uncompromising position which Henry Wilson 
took, throughout his whole public career, on the side of virtue, 
temperance, and human rights, made him an honored repre¬ 
sentative of the great political party to whose advancement his 
life work was dedicated ; and that party never ceased to do 
him honor. As a faithful exponent of advanced doctrines, 
the whole country admired him with the fullest confidence 
in his integrity ; and in June, 1872, when the republican party 
in its national convention at Philadelphia had renominated 
General Grant for the presidency, it but obeyed the general 
voice of the people in placing Henry Wilson upon the ticket as 
a candidate for the office of vice-president. 

397. “The Man from Maine.”—In this country, the two 
avenues that lead most directly to a political life are those of 
the law and journalism, and it was through the latter of these 
that James G. Blaine made his way to that much coveted 
honor of leading American statesman which he occupied for 
more than twenty years. Like most of the destinies that result 
in greatness, his was shaped by a course of events uncontrolled 
by himself, his youthful ambitions being in the line of neither 
journalism nor politics. 

398. His Ancestry. —“The man from Maine,” as he is 
familiarly known, was born in 1830, on a farm in Washington 
County, Pa., now included within the limits of West Browns¬ 
ville. He descended from the best of Scotch and Irish stock. 
His great-grandfather, Colonel Ephraim Blaine, fought for 
Prince Charlie at Culloden, in 1745, and soon afterwards 
emigrated to this country, where he became possessed of a 
vast tract of land in Cumberland County, Pa. Upon the out¬ 
break of the Revolution he placed his great wealth, as well 
as his personal services, at the disposal of the Continental 
Congress, and was at once commissioned as colonel in the 
Pennsylvania line. He became an intimate friend of General 
Washington, and in 1778 was made commissary-general of the 
Northern department. In this position his indomitable energy 


220 


and the lavish use of his personal means several times averted 
starvation from the American army, and more than once he 
received the personal thanks of Washington for his efforts. 
After the war, and during the presidency of his chief, General 
Blaine spent much of his time in Philadelphia, where he 
became one of the founders of the Society of the Cincinnati. 
His son, James Blaine, became a diplomat, was attached to 
several foreign embassies, and for years considered one of the 
handsomest and most accomplished men in Philadelphia. 
James Blaine’s son, Ephraim Lyon, on succeeding to his grand¬ 
father’s estate, became one of the largest landed proprietors in 
western Pennsylvania; but both he and his father were high 
livers, and at his death this once wealthy family was in reduced 
circumstances. Thus James Gillespie Blaine, the second son 
of seven children, was, like the majority of those who have 
amounted to anything in this world, born to comparative 
poverty. 

399. H is Mother.—Ephraim Blaine married Maria, the 
daughter of Neal Gillespie, an Irish-American by birth, and 
one of the most prominent men of his time in the Monongahela 
Valley. Mrs. Blaine was a handsome, high-spirited woman, 
of marked ability, and upon the death of her husband, at 
once assumed the management of her children, being without 
means to send them to school. It was at his mother’s knee, 
therefore, that James received the rudiments of education, 
and became inspired with the noble sentiments that thereafter 
guided his eventful career. As a boy he was bold and impetu¬ 
ous, an acknowledged leader among his playmates, full of 
mischief, and devoted to the playing of practical jokes ; but 
always tender-hearted and sympathizing, the champion of 
those weaker than himself, and passionately attached to his 
mother. 

400. His College Life.—At her death, which occurred 
when James was twelve years of age, he found a home in 
Lancaster, Ohio, with the family of his uncle, the Hon. 
Thomas Ewing, who was President Tyler’s secretary of the 
treasury. Here the boy was sent to a capital school, from 
which, owing to his mother’s careful preliminary teaching, he 


221 


was able to graduate at the end of a year, thoroughly fitted for 
college. Thus, at thirteen years of age, he was sent by his 
uncle to Washington College, Pennsylvania, from which he 
was graduated four years later, at the head of a class of thirty- 
three members. While young Blaine was never a close 
student, he possessed, to a high degree, the faculty of assimi¬ 
lating knowledge from all sources, and a marvelously retentive 
memory. This happy combination of gifts stood him in good 
stead all his life, and enabled him to easily master any subject 
to which he turned his attention. In the college debating 
societies he always managed to make good his own position, 
but was especially noted for his ability to control and direct the 
current of thought in others. Upon graduation he received 
honors in Latin, mathematics, logic, and political economy. 

_ * 

401. Teaching School. —For a year after leaving college the 
young man made efforts to recover some portion of his father’s 
once vast but now bankrupt estate. Failing in these, he was 
compelled to earn his livelihood by teaching school, which he 
did for six months, near Carlisle, Pa. At this he barely made 
a living, and he gladly accepted the more remunerative posi¬ 
tion, secured through the influence of his uncle, of the profes¬ 
sorship of mathematics in the Western Military Academy, 
located at Blue Lick Springs, Ky. Here the 19-year-old 
professor successfully retained his rather difficult office for a 
year, during which time he managed to fall in love with a 
Miss Harriet Stan wood, from Augusta, Me., who was teaching 
in a girls’ school at Millersburg, twenty miles distant from the 
military academy. His admiration for, and devotion to, the 
young school teacher could not be concealed, and to the 
unromantic minds of the academy students a professor in love 
was an object of supreme ridicule. With their ceaseless jokes 
at his expense, they made life such a burden to the young 
mathematician that he was finally forced to resign his position. 
Returning to Pennsylvania, he began to read law in Carlisle, 
and while thus employed, supported himself by writing for 
such papers and magazines as would accept his articles. 
During this time he also made such ardent epistolary love to 
Miss Stanwood that in less than a year she had consented to 
become his wife, and they were married. Now, with a wife to 


222 


support, and absolutely no means at his disposal save such as 
he could command through his pen, the future statesman was 
compelled to forego his legal aspirations, and redouble his 
literary efforts. Although poverty, and even want, continually 
stared the young couple in the face, their love for each other, and 
the hopeful energy of their youth, enabled them to laugh at these 
terrors; so contented in fact were they at this time, that through¬ 
out his long and uniformly prosperous career Mr. Blaine always 
looked back upon this period as the happiest of his life. 

402. “ The Kennebec Journal.” —As yet the young writer 

had marked out no definite future for himself; but at length 
fate decided it for him. When he was twenty-three years old, 
the editorial chair of “The Kennebec Journal,” a weekly 
paper published in Augusta, Me., became vacant, and some 
of Mrs. Blaine’s relatives, living in that city, who had 
recognized her husband’s literary ability, urged him to apply 
for it. He did so, was successful, and from that time forth his 
fortunes were linked with those of the Pine Tree State. 

Editing a paper, and being thus enabled to express himself 
authoritatively upon the great political questions of the day, 
proved most congenial to the tastes of the young man, and 
entering upon his new occupation with a hearty zest, he soon 
showed marked ability as a journalist. Under his skilful 
management “The Kennebec Journal” was speedily relieved 
from the financial embarrassment that had threatened its life, 
and began to be regarded as a political power. In less than 
two years Mr. Blaine had become a recognized leader among 
the Whigs of his adopted state; and upon the dissolution of 
that party, he and Anson P. Morrill were the prime organizers 
of the Republican party in Maine. 

As a public speaker, Mr. Blaine was first heard in 1850, 
when he took the stump for Fremont, addressing large audi¬ 
ences in all parts of the state, and moving them to the utmost 
enthusiasm. He was, as a result, soon afterwards elected to the 
legislature, where, upon his reelection in 1860, he was chosen 
Speaker of the House. In 1857 the young politician assumed 
the editorship of “The Portland Daily Advertiser” ; but in 
I860 he returned to “The Kennebec Journal,” as offering a 
wider field for the exercise of political influence. 


223 


403. Chairman of the State Executive Committee. —At 

twenty-six years of age Mr. Blaine was chosen counselor, and 
recognized as the equal, in ability, of such men as Fessenden, 
Hamlin, the Morrills, and other prominent Republicans of 
Maine, and at twenty-nine he was chosen chairman of the 
state executive committee of his party. This position he 
retained for many years, and from it directed, with brilliant 
success, every political campaign of his State. In 1856 he 
drew up the first platform of the Maine Republicans, and upon 
its adoption he addressed an immense ratification meeting at 
Augusta with such glowing words that they are quoted to this 
day by local orators. The recollection of the young man’s 
embarrassment and trepidation upon attempting to deliver 
this, his maiden speech in public, should be consoling to all 
youthful and timid aspirants for public favor. 

Upon the outbreak of the Civil War, Mr. Blaine was willing 
and anxious to serve in the field; but it was urged by his 
friends that his exceptional talents could be used to a vastly 
greater advantage at home, and there he reluctantly consented 
to stay. Among those who decided him upon this course was 
Governor Washburne, of Maine, who at this time, more than 
ever, needed the advice and assistance of just such men. To 
Mr. Blaine he confided important trusts, all of which, he after¬ 
wards said, were executed with energy and promptness. 

404. Speaker of the House. —In 1862 Mr. Blaine was sent 
to congress as the representative of the Third, or Kennebec, 
District of Maine, and from that year he served continuously 
in the national legislature until 1881. In Washington, his 
remarkable abilities were recognized even more quickly than 
had been the case in Augusta. He was chosen speaker of the 
Forty-First, the Forty-Second, and the Forty-Third Congress, 
and it was said that no other man, since the days of Henry Clay, 
had presided over that turbulent body known as “The House ” 
with such firmness, impartiality, and absolute familiarity with 
parliamentary rules. 

405. Secretary of State. —Mr. Blaine became United States 
Senator in 1876, and filled the position for the succeeding five 
years, when he resigned it to become secretary of state under 


224 


President Garfield. He had, in the meantime, been the popular 
Republican candidate for the presidency in 1876, and again in 
1880, but each time suffered defeat in convention at the 
hands of the politicians who control such affairs, and who 
were afraid of him. Although Garfield’s success in 1880 was 
at the expense of Blaine’s success, the latter neither sulked nor 
sought to detract from the other’s triumph. On the contrary, 
he labored, as did no other man, to secure his friend’s election, 
and after it, served faithfully as the chief officer of his cabinet. 
As secretary of state, Mr. Blaine strove in every way to render 
the Garfield administration a brilliant and successful one ; and 
when the president was stricken by the assassin’s hand, he 
watched with loving patience, for weary months, beside his 
dying chief, ready to carry out his every wish. 

The climax of Mr. Blaine’s career as an orator was reached 
when he was unanimously chosen, by both branches of con¬ 
gress, to deliver before them a eulogy upon the character of 
the dead president ; and when the appointed day arrived, 
Washington was filled with strangers from all parts of the 
country, eager to hear what proved to be one of the most 
notable addresses ever uttered beneath the dome of the 
Capitol. 

After appearing as a candidate before three successive con¬ 
ventions, Mr. Blaine finally received the coveted presidental 
nomination, at Chicago, in 1884 ; but was, at thesubsequent elec¬ 
tion, defeated by the Democratic nominee. It was, however, a 
defeat equivalent, in all respects save one, to a victory for “ the 
man from Maine ; ” for he received a large majority of the 
popular vote of the country. The thirty-six electoral votes of 
New York, always sufficient to turn the balance of 
the political scales, were lost to him by the pitiful majority 
of about one thousand, which his opponent received in that 
state. 

In the following campaign, that of 1888, Mr. Blaine refused 
to allow his name to be proposed for nomination, in spite of 
which his enthusiastic admirers almost insisted upon it; and 
when General Harrison was nominated, no man contributed 
more to his election than the silver-tongued orator from the 
Pine Tree State. 


225 


406. Industrial Biography. —One of the first fruits of a 
more scientific method of studying and writing history has 
been to give to industrial biography its true position. The 
great inventors must have their place side by side with the 
statesmen and generals and reformers. Watt, Stevenson, 
Arkwright, and Whitney have done as much to determine 
the course of history as Luther, Napoleon, or Washington. 

It may be confidently maintained that what these great 
inventors have done will eventually more and more modify 
and shape the lives and thoughts of men. A railroad and a 
printing press will conquer, where fleets and standing armies 
are vain, or, at best, gain only a temporary ascendancy. 

When history was a mere chronicle of events, men ignored 
the importance of the inventor as a factor in civilization. 
History, however, is no bare narrative of events in their order 
of sequence. History is a narrative of events set forth in their 
casual relations. The chronicler tells merely what has hap¬ 
pened. The historian must show not only what has happened, 
but why it has happened. History is therefore a science ; for 
science is but the coordination of isolated phenomena, in 
uniform sequences of casual connection. No event is without 
its immediate or necessary antecedent or cause; even the 
intelligent acts of free moral agents have their causes, and his¬ 
tory is the science that traces the movements of masses of men 
to their proximate causes. 

It will be quite evident to the reader of the following sketch 
that the ingenious invention of a New England mechanic was 
a mighty factor among those influences which, acting together, 
produced the late Civil War in the United States of North 
America. 

407. Eli Whitney, the Inventor. —Eli Whitney, the inventor 
of the cotton-gin and pioneer in the manufacture of fire-arms 
by machinery in the United States, was born in the town 
of Westborough, Worcester County, Mass., December 8, 1765. 
There is a family legend concerning his maternal ancestor, 
named Fay, that more than two hundred and fifty years ago 
he said to his sons: “America is destined to be a great and 
prosperous country. I am too old to emigrate to it myself, 

but if one of you will go, I will give him a double share of my 
8 


226 


property.” The youngest son consented to go, and received a 
handsome property, as his father was a man of wealth and 
position. He settled near Boston. A descendant, John Fay, 
removed from Boston to Westborough, and settled on what has 
since been known as the Fay Farm. 

408. Whitney’s Early Life.—Here Eli grew up, early 
developing that genius for mechanics which distinguished him 
throughout his life. There is a story that when a mere child 
his curiosity was awakened by his father’s watch, and the 
mysterious mechanism within. One Sunday while the family 
were at church, he got possession of the substantial timepiece, 
and proceeded deliberately to dissect it. After he had satisfied 
his curiosity as to its interior arrangements, he was horrified 
by the thought that the family would soon return and his 
crime be discovered and punished. His genius being thus 
stimulated by the terror of punishment, he succeeded in put¬ 
ting it together so successfully that his father never knew what 
he had done till he heard it from his own lips in after years. 
There was a little workshop on the place where the elder 
Whitney occupied himself in the winter time, in making 
wheels, chairs, and doing all kinds of twisting and turning, so 
natural to the ingenious Yankee. In this shop Eli early dis¬ 
played an astonishing aptitude for handling tools. On one 
occasion the elder Whitney, having returned from a journey, 
was asking as to the manner in which the various members of 
the family had been employed during his absence. When he 
came to Eli, and was informed that he had occupied himself 
in making a fiddle, he exclaimed, “ 1 fear that Eli will have to 
take his portion in fiddles.” This instrument was thought, by 
all who examined it, a very wonderful affair to be the work of 
a boy of ten. 

409. The Achievements of His Boyhood. —Eli’s mother 
having died while he was a mere child, the elder Whitney, in 
due time, brought a new wife to his fireside. Among the 
wedding presents was a set of Sheffield table knives, recently 
brought from England, of which the good dame was not a little 
proud. These were examined by the ingenious youngster with 
thoughtful attention. Turning to his step-mother he said, “I 


227 


could make a set of knives as good as these if I only had the 
tools.” Mrs. Whitney, on her part, was highly incensed at 
the remark, thinking it intended as an unfavorable reflection 
on the workmanship of which she was so proud. She had 
reason to change her mind shortly afterwards, however, on 
the occasion of one of the knives being broken ; for, to her 
unutterable amazement and delight, Eli made an exact imita¬ 
tion of the broken knife, which lacked only the manufacturer’s 
stamp to render it indistinguishable. This, also, he could have 
made, he said, had he had the time and tools. At the outbreak 
of hostilities between the colonies and the mother country, 
nails, which used to be imported, became very scarce and dear. 
At that time, as all know, there were no machines, and nails 
had to be laboriously hammered out by hand. Encouraged 
and assisted by his father, Eli began the manufacture of nails 
in a little shop erected on the place. He was very successful 
until the close of the war, when, importation again beginning, 
it was no longer profitable. He still continued to make walk¬ 
ing sticks, and long pins, such as were used by ladies, at that 
time, to fasten on their bonnets. 

410. He Goes to College. —At the age of nineteen he con¬ 
ceived the idea of obtaining a liberal education. His father at 
last consented to loan him the money necessary to defray the 
expenses of his college course, on condition that he should 
take it as a loan, and repay it at his earliest convenience. One 
of the neighbors strongly remonstrated, saying it was a pity to 
spoil a good mechanic to make a poor student. 

Young Whitney was fitted for Yale College, under the cele¬ 
brated Dr. Goodrich, at Durham, Conn. Entering in the year 
1789, he early distinguished himself in mathematics. His 
mechanical skill was frequently exhibited to good purpose. 
On one occasion a tutor regretted, before the class, his inability 
to perform a certain experiment in natural philosophy, owing, 
as he added, to the fact that the scientific apparatus was out of 
repair, and no mechanic in America was equal to the task of 
repairing it. After the close of the recitation, young Whitney 
stepped forward and offered his services, and, to the delight 
of his instructor, soon had the mechanism in perfect order. 
Graduating at the age of twenty-eight, he secured in the fall 


228 


of 1792 a position as tutor in the family of a Georgia planter. 
It was, at that time, thought unsafe for anyone to travel in the 
United States who had not been inoculated with smallpox 
virus. Whitney submitted to the operation in New York City, 
and was rendered so ill as to make it impossible for him to sail 
when he intended. Sailing several weeks later, he was a fellow 
passenger with Mrs. Greene, of Savannah, Ga., the widow of 
General Greene, of Revolutionary fame. Mrs. Greene was 
very much attracted by the quiet, unassuming manners of a 
young man of such marked and unusual abilities. On their 
arrival at Savannah, she invited him to visit at Mulberry 
Grove, which was the name of her estate near Savannah. 

411. In Georgia.—Even so long after his illness, it was 
deemed necessary to hoist white flags at the entrance to the 
estate, to indicate the danger of contagion. Whitney quickly 
recovered, and inoculated many of the negroes on the estate 
with virus taken from his own person. 

While at Mulberry Grove, enjoying the hospitality of Mrs. 
Greene and her family, he ascertained that the place which 
had been promised to him was filled by another, and that he 
was far from home, without money or means of earning any. 
He was not without friends, however ; for Mrs. Greene, on 
learning the facts, said to him, “Make your room your castle> 
and stay here as long as you wish.” 

Shortly after this Mrs. Greene was engaged in doing some 
fancy-work on a machine called a tambour. It was a clumsy, 
awkward affair, and young Whitney set his brains to work to 
invent a better one, as a testimony to the gratitude he felt for 
the generous hospitality of his hostess. He succeeded far 
beyond his most sanguine expectations, and to the delight 
of that lady. He also made ingenious toys for the children. 
It was his intention, at this time, to pursue the study of law 
and begin practice in Savannah. 

About this time a number of gentlemen who had been 
officers under General Greene, during the war, came to visit 
Mrs. Greene at Mulberry Grove. Among them was Major 
Forsythe and Major Pendleton. The conversation turned on 
the depressed condition of the seaboard states of the South. 
Incomes were diminishing and debts increasing. People 


229 


were emigrating for want of profitable employment. All were 
agreed on one point, that the great need of the country was 
some machine for separating the cottonseed from the fiber. 
While one pair of hands could clean only a pound of cotton 
per diem, it was impossible to think of competing in the 
English market with cotton cleaned by the labor of India, 
many times cheaper than the slave labor of the North Ameri¬ 
can states. 

“ Gentlemen,” said Mrs. Greene, “ apply to my young friend, 
Mr. Whitney ; he can make anything.” She then showed 
them the tambour and the ingenious toys that he had made 
for her children. 

412. The Cotton-Gin. —The idea dropped into the mind of 
one of such decided genius was not without its fruit. Shortly 
after this conversation, Whitney went to Savannah, and 
searched among the warehouses and flatboats for a specimen of 
the short staple cotton with the seeds, never having so much 
as seen any before. He informed Mrs. Greene shortly after¬ 
wards that he had made up his mind to attempt the invention 
of such a machine as she had suggested. She encouraged him 
heartily, and gave up a room in the basement to be his work¬ 
shop. Here he shut himself up, and was heard early and late, 
hammering, sawing, and filing. He could obtain no wire in 
Savannah for his proposed invention, and was compelled to 
draw his own, which he did, with persevering industry and 
skill. No one was admitted to the room but Mrs. Greene and 
Mr. Phineas Miller, the tutor of Mrs. Greene’s children, who 
also took a great interest in the invention. 

At last Whitney’s efforts were crowned with success. He 
invented a machine that would separate the seeds from the 
fiber rapidly and well, and in a letter written November 24, 
1793, he thus describes his invention: “It is about a year 
since I turned my attention to constructing this machine, at 
which time I was in the state of Georgia. Within about ten 
days of my first conception of the plan, I made a small, though 
imperfect, model. Experiment with this encouraged me to 
make one on a larger scale ; but the extreme difficulty of 
securing workmen and proper material in Georgia prevented 
my completing the larger one till some time in April last. 


230 


This, though much larger than the first attempt, is not above 
one-third as large as the machine may be made with conve¬ 
nience. The cylinder is only two feet two inches in length, and 
six inches in diameter. It is turned by hand, and requires the 
strength of one man to keep it in constant motion. It is the 
stated task of one negro to clean fifty weight, (I mean fifty 
pounds, after it is separated from the seed) of the green cotton 
per day.” 

After Whitney had completed his first machine, and was 
sure that it could successfully accomplish what it was intended 
to do in the matter of separating the seed from the fiber, Mrs. 
Greene invited a number of distinguished planters and mer¬ 
chants to witness the working of the wonderful invention. A 
rude shed was constructed in which the machine was set up ; 
and, to the astonishment of the assembled guests, it did its 
work thoroughly and well. 

Mr. Phineas Miller, who by this time was the husband of 
Mrs. Greene, immediately entered into partnership with 
Whitney, who was to go North and manufacture machines 
with capital furnished by Miller; while the latter was to 
remain at the South, and attend to the interests of the business 
there. In June, 1793, he made his application for a patent. 

413. Whitney’s Great Mistake. —The great mistake was 
made in the business arrangements at the South. They did 
not propose to sell the machines outright, but to loan them to 
the planters, taking as rent every third pound of the product. 
It would have been very much better for them, as the sequel 
will show, to have sold machines and patent rights. 

The agreement by which the firm of Whitney & Miller was 
formed, bears the date of May 27, 1793. As we have already 
stated, Whitney went immediately North, to engage in the 
manufacture of machines. His invention was too valuable to 
be left undisturbed by unscrupulous men. The shed in which 
the model had been placed was broken open, and the machine 
carried off; and before Whitney could complete another, or 
obtain his patent, many competitors appeared with machines 
which they claimed were their own invention, but which 
were without question pirated from Whitney’s stolen model. 

The difficulty of the plan which they had adopted was very 


231 


soon apparent. To make and own the machines, instead of 
selling machines and patent rights, required a very large 
capital. Then, it was impossible for any one firm to supply 
the demand for gins which immediately arose all over the 
cotton-growing states of the South. This, of course, gave great 
encouragement to infringements on the patent rights. Early 
in the summer of 1793 Miller wrote to Whitney in New Haven : 
‘‘It will be necessary to have a considerable number of gins 
made, to be in readiness to send out as soon as the patent is 
obtained, in order to satisfy the absolute demands, and to 
made people’s heads easy on the subject; for I am informed of 
two other claimants for the honor of the invention of the 
cotton-gins, in addition to those we knew before.” 

In addition to all other troubles and vexations, Whitney had 
a severe attack of sickness in the winter of 1794, and in 1795 
was again prevented, by another severe fit of sickness, from 
giving his personal attention to the business, while his books, 
papers, and machinery were destroyed by fire. 

To crown all, his rivals succeeded in circulating the report 
that Whitney’s gins ruined the fiber of the cotton, and for this 
reason, cotton ginned by the patent process was at a discount 
in the English market. Another gin called the roller gin, 
which crushed the seeds between rollers and left crushed 
remnants in the fiber, was represented as superior to Whit¬ 
ney’s gin. Whitney was eager to go to England to fight these 
slanders in person. 

414. His Lack of Foresight. —Our sympathy for Whitney 
is diminished when we consider that it was his own lack 
of foresight and his too great eagerness to grasp everything, 
which was the real cause of his misfortunes. If he had 
been contented to sell the machines and patent rights, he 
could have done a safe, prosperous, and remunerative business. 
Those who used the machine felt that they were not treated 
fairly, and refused to pay for it. It was maintained that 
Whitney was not the first inventor, and that he consequently 
had no right to monopolize the advantages of the machine to 
himself. 

It was not until 1807, at the term of the United States District 
Court held at Savannah, that Whitney got judgment against the 


232 


pirates who had stolen his invention. Miller had died poor, 
and in debt, four years previous. Whitney was at this time 
engaged in the manufacture of muskets for the United States, 
at New Haven, having, in 1798, given up the cotton-gin busi¬ 
ness in despair. 

415. The Manufacture of Firearms by Machinery.—In 1798 
Mr. Whitney succeeded, through the influence of Hon. Oliver 
Wolcott, then secretary of the treasury, in obtaining a con¬ 
tract to furnish the government with ten thousand stand of 
arms. Mr. Whitney had, at the time of obtaining the con¬ 
tract, neither capital, buildings, nor machinery for the manu¬ 
facture of firearms, and yet was under bonds to furnish 
four thousand of the ten thousand at the end of the first 
year. With characteristic energy he went immediately to 
work, chose a location near New Haven, under the shadow 
of East Rock, and built his first factory in what is now 
the town of Whitneyville. He invented and constructed 
his machines, and trained his workmen ; but, in spite of his 
utmost efforts, it was impossible to furnish more than five hun¬ 
dred of the four thousand muskets promised the Government 
at the end of the first year. The production of the five hundred 
was, under the circumstances, little less than a miracle. Mr. 
Wolcott understood the circumstances ; and such was his con¬ 
fidence in Mr. Whitney’s ability and honor, that he permitted 
the contract to remain unfulfilled till 1809. In 1812 Mr. Whit¬ 
ney entered into a new contract to furnish the government 
with fifteen thousand stand of arms. Aside, in fact, from Mr. 
Whitney’s claim to renown as the inventor of the cotton-gin, 
he has no less claim to the distinction of being the first to 
bring the manufacture of firearms by machinery to its present 
state of perfection. He was the first to conceive the idea of 
making the various parts interchangeable, so that any part 
of any one musket would fit any other equally well. This 
made the manufacture of firearms vastly less expensive, as 
the separate parts could be turned out by machinery, in vast 
quantities, and then readily fitted together. 

This principle, which has given us cheap watches, clocks, 
and sewing machines, owes its origin to the inventive genius 
of Eli Whitney. His new business soon brought him a 


233 


competence ; and in 1817, at the age of fifty-two, he married 
Miss Henrietta F. Edwards, a daughter of Hon. Pierpont 
Edwards. Four children, a son and three daughters, were the 
issue of this marriage. In January, 1826, he died, after a 
long and lingering illness. 

He was, through his invention, probably one of the most 
potent agencies for the extension of slavery and thereby the 
indirect cause of the terrible struggle that marked the first 
half-century of our nation’s existence. While he was quietly 
sleeping in his grave, the very earth was shaken with the 
tread of contending armies that he had done more than any 
one man to call forth to battle ; for there is little doubt that, 
but for the invention of the cotton-gin, slavery would not 
have lived out the century of the revolution. 

416. Philip Henry Sheridan. —General Philip Henry Sheri¬ 
dan was a full-blooded Irishman by descent, though American 
by birth. He was born in poverty. So large a share of 
America’s eminent men have been born poor, that it might 
in a sense be truly said that in our country poverty in youth is 
the first requisite for success in life. 

417. His Boyhood. —Sheridan’s parents, after remaining a 
few years in the East, moved to Ohio, where their son grew up 
with very little schooling, and under the useful necessity of 
working for a living. There is a story current of his having 
been put upon a spirited horse, when a boy of five, by some 
mischievous mates, and run away with to a tavern some miles 
off. He stuck fast to the horse, though without saddle or 
bridle, and without size or strength to use them if he had them. 
It was by a mere chance that he arrived safe, and when lifted 
off by the sympathizing family of the inn, the little fellow 
admitted that he was shaken and sore with his ride, but he 
added, “I’ll be better tomorrow, and then I’ll ride back home.” 
The incident is of no great importance in itself, but it shows 
that even then the boy was already constitutionally destitute 
of fear. He seems to have been made without the peculiar 
faculty which makes people take danger into the account, and ' 
try to keep at a distance from it. The full possession of this 
inestimable quality of fearlessness is, in truth, quite uncommon. 


234 


The illustrious Admiral Nelson had it in his boyhood, as was 
shown, very much in Sheridan’s own style. The future victor 
of Trafalgar had strayed away from home, and got lost. When 
found and taken home to anxious parents, a relative remarked, 
“I should have thought that fear would have kept you from 
going so far away.” “Fear?” said the young gentleman, 
quite innocently; “Fear? I don’t know him!” He never 
afterwards made his acquaintance, either; nor, it would seem, 
did Sheridan. 

418. At West Point. —When young Sheridan received his 
appointment to a cadetship at West Point, he was driving a 
water-cart in Zanesville, Ohio. The person who actually pro¬ 
cured the appointment was General Thomas P. Ritchey, 
member of Congress from Sheridan’s district. The candidate 
was very young for the appointment, and very small for his 
age, so much so that his friends considered it extremely doubt¬ 
ful whether he would be admitted. He was, however, and 
passed through the regular West Point course, in the same 
class with Generals McPherson, Scofield, Terrill, Sill, and 
Tyler, and with the rebel General Hood, who was so fearfully 
beaten by Thomas at Nashville. His scholarship was not 
distinctively remarkable, and as is often the case with pupils 
who have no particular want of courage, high health, and 
spirits, or of the bodily and mental qualities for doing things 
rather than for thinking about them, he experienced various 
collisions, of one and another kind, with the strict military 
discipline of the institution. 

419. Sheridan’s “Wanderjahre.” —He graduated in June, 
1853, and as there was, at the moment, no vacant second 
lieutenancy, he was given a brevet appointment, and sent out 
in the next autumn to Fort Duncan, on the Rio Grande, at 
the western edge of Texas, a distant region haunted by two 
of the most ferocious and boldest of the tribes sometimes 
called, on the frontier, the “horse Indians”—the Apaches 
and Comanches. 

From this time until the rebellion, Lieutenant Sheridan was 
serving, not exactly his apprenticeship to his trade of war, but 
what would, in Germany, be called his wanderjahre —his years 


235 


as wandering journeyman. It was an eight-years’ training in 
hardships and dangers more incessant and more extreme than 
perhaps could be crowded into any life except that of the 
American Indian-fighter; and there is no doubt that the 
experience he gained in this kind of warfare went a long 
way to develop as well the bodily and mental endurance as the 
coolness and swift energy which characterized Sheridan as a 
commander. 

420. The Valley of Virginia. —Sheridan’s great historic 
campaign in the Valley of Virginia was the crowning glory of 
his splendid career in the war—a career, perhaps, more 
brilliant with the gleam of battles than that of any other 
commander. This fatal valley had, from the very beginning 
of the war, been the opprobrium of Union armies. From 
it came General Johnston, and those forces that reinforced 
Beauregard at Bull Run, and turned that haphazard fight into 
a victory for the Confederates. Through it, alternating with the 
ground east of the Blue Ridge, the Southern forces moved 
backward and forward, like a checker player in the “ whip- 
row.” In it, one Union commander after another had been 
defeated and made look ridiculous ; and it was the road along 
which every invasion of the North, east of the mountains, was 
as a matter of course laid out. 

Sheridan turned this den of disaster into a theater all ablaze 
with victories. He was appointed to the command August 7, 
1864 ; for six or seven weeks he confined his operations to 
simply covering the harvests from the rebel foragers. During 
September he was at last given leave by Grant to give battle 
to the enemy ; on the 19th of September he defeated Early at 
Winchester ; three days later he again defeated him at Fisher’s 
Hill, whither Early had retreated ; and when the Confederate 
commander retreated again to the far southern passes of the 
Blue Ridge, Sheridan laid the southern part of the valley 
thoroughly waste, to prevent the enemy from there finding 
support. On the 19th of October, after his army had been sur¬ 
prised by the persevering Early, defeated, and driven in 
disorder five miles, Sheridan faced his troops about, and 
turned the defeat into the most dramatic, brilliant, and 
famous of all his victories. 


230 


421. The Campaign of 1865. —In February of the following 
year, Sheridan took a place in that vast ring of bayonets and 
sabers with which Grant sought to envelop the remaining 
armies of the rebellion. On the 27th of that month, he moved 
rapidly up the valley of his victories, ran over what was left of 
Early’s force, crushed it, capturing two-thirds of it, almost 
without stopping ; then crossing the Ridge, destroyed the 
James River canal, and breaking up railroads and bridges as 
he went, rode across the country to White House, and thence 
once more joined Grant, below Petersburg. Last of all, in the 
final campaign, from March 29th to Lee’s surrender on April 9th, 
Sheridan and his troops were the strong left hand of Grant in 
all those operations ; thrust farthest out around Lee, feeling 
and feeling after him, clutching him whenever there was a 
chance, crushing him like a vise at every grasp, and throttling 
him with relentless force, until the very power of further 
resistance was gone. The proposed charge of Sheridan’s force 
stopped by Lee’s flag of truce, would really have been made 
upon an almost helpless and disorganized mass of starving, 
worn-out soldiers and disordered wagon trains. 

422. Sheridan as Military Governor. —From its exhibition 
of broad and high administrative cpialities, General Sheridan’s 
administration as military governor at New Orleans was a sur¬ 
prise to his friends. Yet there is much that is alike in 
the abilities of a good general and a good ruler. General 
Grant was a very wise judge of men, and his brief charac¬ 
teristic record of his estimate of Sheridan should have justified 
hopes equal to the actual result. 

The extraordinary series of popular ovations which at that 
time attended Sheridan’s tour through part of the North proved 
that he was profoundly admired, honored, and loved by 
all good citizens; and unless we except Grant, Sheridan 
was probably the most popular of all the commanders in the 
war. Such a popularity, won, not by words, but by deeds, is 
an enviable possession. 

Upon Gen. Grant’s election to the presidency in 1868, his 
former position—accorded to Washington only in the whole 
line of American military heroes—became vacant, and congress 
chose to the honored place that gallant soldier and strategist, 


237 


General Wra. T. Sherman, whose glorious “march to the sea” 
will live for all time in the annals of history. Upon Sherman’s 
justly deserved promotion the brave Phil. Sheridan rose from a 
major-general to the grade of lieutenant-general. Upon Sher¬ 
man’s retirement, Sheridan became General of the Army. 


HOW TO OBTAIN A PURPOSE- 
FUL EDUCATION. 


423. The Day of the Self-Made Man. —“Ours is” writes 
“Self-Culture,” “preeminently the day of the self-made man, 
of the great captain of industry, once himself a poor man, 
whose career opens up to the workman indefinite possibilities. 
To such we owe something which weighs heavier, in the des¬ 
tinies, than gold, or cotton, or iron. We own many a great 
character with fixed purpose, a steadfast and immovable 
human type, which has transformed industrialism, and which 
has educated the nation more than all her schoolmasters. We 
may depend upon it that a great employer, who has risen from 
the ranks by honest enterprise, has great qualities; that his 
fortune is not luck ; that he can ‘ toil terribly ’ ; that his suc¬ 
cess involves moral elements. He is not to be mistaken for 
the ‘self-made man’ of the lower type, whose influence, 
socially and morally, is not for good. The type we have in 
mind is he who had the diligence, capacity, and moral power 
to rise from a humble origin to the post of leader of an indus¬ 
trial army, and yet has the constant sense of cooperation with 
his fellows for a great purpose. This is the type that ennobles 
industry, and elevates and advances the race.” 

424. Poverty a Training. —You are young men and women, 
today. Are you ready to do the world’s work? Some of you 
fret because you have not as much money as your neighbor. 
Thank God that He gives you poverty for training. If Lincoln 
or Grant had been of rich families, would they have filled out 
their entire possibilities ? It is the hardening of the muscle by 
labor, the planning, the economy, the heavy mental lifting, 




238 


which will make you strong, intellectually and physically. 
Who are the general managers of our long lines of railroads? 
Who are the great engineers who tunnel mountains, and put 
railroads under the sea ? AVho are the leading statesmen, 
generals, lawyers, doctors, and clergymen ? Are they the sons 
of rich men ? They are the men whose boyhood was strength¬ 
ened by the discipline of poverty. 

425. If You Are to Teach, You Must Learn. —Among 
women, who are the great philanthropists, the great writers 
of prose and poetry? Who are the great correspondents, 
public speakers, teachers, and physicians ? They are those 
who have been the thoughtful, earnest, poor girls, who have 
had neither time, means, nor inclination to devote their best 
intent upon jewelry and clothes. God makes no mistakes. If 
you are to teach, you must learn. Joseph’s stormy youth, 
through the pit, through slavery, through slander and a prison, 
led to the premiership of the leading nation then on earth. 
Take care of your health, of your morals, of your minds. 
Thank God that you have the inspiration which comes from 
the necessity of making your own living. Let no impurity 
enter your life. A vile story will soil your soul more than an 
oath. Read no book that you would not read aloud to your 
mother. 

When morning draws back the curtains of night, and shows 
you a world exuberant with life, let it waken your energies to 
new thought, new inspiration, new duty. 

Stagger not at difficulties. Make opportunities. You see 
that those who are born with the same advantages of for¬ 
tune are not all equally prosperous in the course of life. 
While some of them, by wise and steady conduct, attain dis¬ 
tinction in the world, and pass their days with comfort and 
honor, others, of the same rank, by mean and vicious behavior, 
forfeit the advantages of their birth, are blind to or sacrifice 
opportunities, involve themselves in much misery, and end in 
being a disgrace to their friends and a burden on society. 

Do you appreciate the excellency of the place to which your 
endowments and opportunities call you? The achievements 
and distinctions of life are before you. You are children of 
the King. If he has put you on short allowance, it is to try 


239 


your strength of soul. If you are equal to the occasion, if 
you are not found wanting, you shall sit down in the presence 
of earth’s intellectual kings and queens. 

426. The Best Field for Advancement. —“No field offers 
better opportunities for young men to rise than that related to 
mechanics of all kinds.” These words of a prominent man 
represent, concisely, the tendency of the times. Young men 
are constantly looking for fields promising the best returns, not 
only for the immediate future, but for an entire life’s work. 

The mechanical industries have thus far, been largely neg¬ 
lected by ambitious young men desirous of rising to the best 
that the world can give them. But along this line lie open the 
greatest fields of success of the age. To qualify for openings 
in these fields, many young men go to the expense, of time 
and income, involved in going away to school. 

427. A Great Opportunity.—This, however, many cannot 
afford to do. Those who are at work, and getting the daily 
practical experience, are especially fitted to rise in the mechan¬ 
ical industries. A knowledge of the theory of the trade is all that 
is required, in addition to experience, to give them the solid 
foundation of a successful career. They can obtain this knowl¬ 
edge by study at home, through The International Corre¬ 
spondence system of instruction. Without leaving home or 
work, any young man can secure a thorough knowledge of 
almost any technical subject. Mechanics, steam engineering, 
electricity, architecture, plumbing, heating, and ventilation ; 
bridge, railroad, hydraulic, municipal, civil, and mining engi¬ 
neering—all are successfully taught by mail. Any young man, 
no matter what his previous education or present hindrances, 
can, by devoting a few hours each week to study, secure a 
knowledge of the theory of any of the mechanical trades and 
engineering professions taught in the complete and splendidly 
equipped courses of The International Correspondence Schools. 

428. Self-Made Men. —Had the great majority of men who 
left grammar and high schools and continued to the end of 
their days as clerks in stores and offices, known that many 
who have achieved the greatest success in the mechanical 
trades and professions, began their careers with no technical 


240 


training and little or no education, they need not, through the 
overlooking of this fact, have wasted their lives. Many of 
the greatest engineering feats have, we repeat it, been con¬ 
ceived and carried out by men who never enjoyed the advan¬ 
tages of technical schools. Most successful railroad superinten¬ 
dents and managers began life as firemen or brakemen, and like 
other successful men, fought their way up, devoting evenings 
and spare moments to study, contending against the manifestly 
great disadvantages of textbooks largely unsuited for home 
study, lack of information regarding the most necessary studies, 
and the order in which subjects of study should be taken up. 

429. The Opportunity of Today.—For the young men of to¬ 
day these difficulties have been removed. Our Correspondence 
Courses meet all the needs of men who cannot leave home to 
study, and can devote to it only their spare moments. 

Many self-made men have declared that if they had had our 
courses ten, twenty, or thirty years ago, they could have won 
fame and position much sooner and with far less effort. 

The young men of today are the successful men of tomorrow. 
With the advantages we offer, the opportunities of rising today 
are tenfold greater than those which came to men of any pre¬ 
ceding generation. Thousands of young men are taking advan¬ 
tage of them. Can you afford to let them pass you in the race f 

430. The Day of Correspondence Instruction.—Compara¬ 
tively few people, as yet, realize that a new era in education 
has begun. It is so much a matter of course to think of the 
advantages of education as open to those only who can devote 
some years exclusively to their pursuit, that even the possi¬ 
bility has not been entertained that others, especially those 
working for a living, could secure the great advantages in life 
ensured by a good education. 

We are already, nevertheless, witnessing the dawn of a 
brighter day for those to whom an education has hitherto been 
denied. The International Correspondence system of instruc¬ 
tion removes all the obstacles in the way of working people. 

Here we may state that on a mere cursory examination we 
find that which fuller investigation in the third part of our 
work will amply demonstrate. We find, indeed: 


241 


All the 
Conditions 
of the 

Wage Earner 
Met. 


Studies at home. 

Is a class by himself. 

Need not expose his ignorance. 

Stops studying at pleasure. 

Begins again at any time. 

Can change residence. 

Can ask questions the same as of a regu¬ 
lar teacher. 

Buys no books. 

Qualifies to pass an examination. 

Is put to smallest expense only. 

Can pay in modest instalments. 

Does not have to give up work. 

Does not even have to leave his house. 


In evidence of this truth, we shall further on show that 
thousands of students and graduates endorse our method of 
teaching by mail. Thousands of workers have secured, through 
The International Correspondence Schools, promotion and 
high wages. 


Machinists have become 

Steam Engineers have become 

Firemen have become 

Electrical Employees have become 

Carpenters have become 

Masons have become 

Miners have become 

Journeymen have become 

Hodmen have become 

Boys have become 


Foremen, 

Chiefs of Plants, 

Engineers, 

Superintendents, 

Architects, 

Contractors, 

Managers, 

Master Plumbers, 
Civil Engineers, 
Draftsmen. 


431. A Leading Educational Factor.—We are, as yet, 
merely in the dawn of the day of human enlightenment which 
The International Correspondence Schools are ushering in to 
an expectant world. Let no one, however, imagine that, in 
the full day, this system of instruction will not be the light- 
bearer to millions whose only hope, long recognized, but 
long denied, lies in education. The International Corre¬ 
spondence system of instruction is already recognized as a 
leading factor in the educational methods of the world, the 


242 


crowning glory of American advancement, the imperishable 
monument of its founders, more enduring than brass, more 
stately than marble, more precious than gold. 

We present a well ordered system of self-improvement. As 
in the succession of the seasons, each, by the invariable laws of 
nature, affects the productions of what is next in course, so, in 
human life, every period of our age, according as it is well or 
ill spent, influences the happiness of that which is to follow. 
Well spent youth gradually brings forward accomplished and 
flourishing manhood, and such manhood passes of itself, with¬ 
out uneasiness, into respectable and tranquil old age. But 
when nature is turned out of its regular course, disorder takes 
place in the moral, just as in the .vegetable, world. If the 
spring puts forth no blossoms, in summer there will be no 
beauty, and in autumn, no fruit. So, if youth be trifled away 
without improvement, manhood will probably be contempti¬ 
ble, and old age miserable. If the beginning of life have been 
vanity, its latter end cannot be other than vexation of spirit. 
The International Correspondence Schools strengthen the 
youth of the land by the mental and moral discipline, insepara¬ 
ble from a sound education, stabilitate advanced years by the 
training required for the exact fulfilment of special duties in 
life, and fortify family life against the viccisitudes attendant 
upon improvidence resulting from ignorance and inefficiency. 


EDUCATIONAL ADVANCE¬ 
MENT. 


432. Knowledge Is Power.—Till the foundation of The 
International Correspondence Schools, by Mr. T. J. Foster, of 
Scranton, Pa., in 1891, a date marking, as we shall see, a new 
epoch in the educational annals of the world, there was no other 
way by which the busy thousands, unable, through the demands 
of every-day occupations or from other causes, to attend a tech¬ 
nical school or college, could obtain an education fitting them 
for the useful purposes of life, or realize deeply cherished and 




243 


justly grounded ambitions. It is knowledge, fittingly and 
successfully applied, that pays, especially today. In this age 
ofspecialism, we all earn a livelihood by knowing how to do 
some one thing well, our success being limited only by our 
knowledge, or our faculty for applying that knowledge in the 
right direction. Knowledge is, indeed, power. The world of 
today may not venerate men of literary acquirements, as 
did generations gone by, but men of today are willing to pay 
what they can afford for technical knowledge. The man who 
knows the Alpha and Omega of his craft, having thus complete 
mastery of it, is surer of a handsome livelihood, and of a more 
valued citizenship in his community, than the man who, with¬ 
out such knowledge, possesses naught but money. 

433. A Great Difficulty.—How may the ambitious young 
man take this course? There being no royal road to learning, 
the only way to attain coveted knowledge is by close, persis¬ 
tent study. A course in a first-class technical institute, Rens¬ 
selaer, Troy, Massachusetts, Rose, Case, or Armour, is gener¬ 
ally acknowledged the best equipment for any one seeking to 
excel in the mechanical arts. Four or more years, however, in 
one of these institutions, is a costly venture, and thousands of 
bright, aspiring young men are, by the very necessities of their 
condition, debarred from a realization, through a college course, 
of noble purposes. 

434. The Difficulty Overcome. —Here the system of educa¬ 
tion of The International Correspondence Schools presents itself 
to relieve the individual, to bless the community, and strengthen 
the entire social fabric. The faculty of The International Cor¬ 
respondence Schools has perfected a system consisting of twelve 
complete Schools, comprising courses in steam engineering, 
electricity, architecture, architectural drawing, civil engi¬ 
neering, bridge engineering, railroad engineering, surveying 
and mapping, municipal engineering, hydraulic engineering, 
plumbing, heating, and ventilation, chemistry, sheet-metal 
pattern drafting, pedagogy, English branches, bookkeeping, 
stenography, etc. 

435. A Technical Education for All. —The aim of The Inter¬ 
national Correspondence Schools is this: to so popularize 


244 


technical education by advanced, thorough, and progressive 
methods that every person, even the poorest in America, desiring 
such an education, may have a chance to share in its benefits. 

436. Mental Discipline.—Mental discipline is the product 
of studious, well regulated, independent thought. That 
acquired by the close application and reflection of college 
study can also be acquired in any other line of work by similar 
assiduity. A careful and progressive business man, carpenter, 
or machinist obtains a like disciplinary training in his daily 
execution of well thought-out plans or of any work requiring 
special care. It can also be acquired, in a marked degree, 
by study alone at home, under competent and efficient direc¬ 
tion. 

437. A Crying Need of the Age.— A crying need of our 
busy age is technical schools, with courses So arranged as to 
give the proper mental discipline, leaving out everything super¬ 
fluous, and imparting everything necessary and essential in 
the theory of a trade or profession. Here we have an exact 
description, in outline, of The International Correspondence 
Schools. We have taken everything necessary or helpful in 
the actual successful conduct of the trades and professions, and 
written our own textbooks containing that much and nothing 
more. In order that those who could not or would not study 
in their youth may take advantage of them, all courses begin 
with arithmetic, and are written in the simplest language. 

438. Scheme of Education. —In proof of the fact that The 
International Correspondence Schools reach thousands of per¬ 
sons who could not avail themselves of any other technical 
school or college, we present our readers with a table speaking 
for itself with all the emphasis of the undeniable facts and logic 
of results. This table is, in the main, taken from Mr. John 
Brisben Walker’s admirable article on “Modern College 
Education,” in “The Cosmopolitan” for April, 1897. The 
table is divided into nine groups, in the order of importance. 
This table is of value in setting forth a complete, well ordered, 
system of education, answering the question—How shall man 
live ? Any educational system failing to answer this question, 
fully, accurately, and satisfactorily, is in some vital and 


245 


essential regard, imperfect. Wanting in effectiveness, it must, 
therefore, be dismissed as unfitted to the pressing wants of our 
age and race. The true system of education is that which teaches 
men how to live, gives vigor to the mind, and imparts weight 
to the character; it breathes sentiments of generosity ; it inspires 
an undaunted spirit; it quickens the ardor of diligence ; it pro¬ 
cures freedom from pernicious and dishonorable avocations ; 
it is, in truth, the foundation of all that is highly honorable 
or greatly successful among men. Weak and wicked as the 
world too often shows itself, it is ever ready to pay the tribute 
of respect to true, well ordered education. 



' General principles 
of 


m 

o 

i—< 

H 

H 

W 


Of the professions 


A complete course of lectures by ex¬ 
perienced men, both in favor of, and 
against, each profession, in order that 
there may be set forth for them all 
the advantages, drawbacks, tempta¬ 
tions, and opportunities, to the end 
that each man may select his pro¬ 
fession knowingly. 


Practical lessons 
taught by 


Study of weak and strong characters. 
Ambitious men. 

Useful men, etc. 

-J Lives of wise and unwise men, of 
modern times, analyzed. 

Study of novels conveying lessons, 
etc., etc. 


w 

> 

o 

,-1 


f What attraction means. 

Selecting a wife. 

Relations of sexes. ( Q our tship 

| Conditions of married happiness. 


Relations with fel¬ 
low men. 


Good feeling necessary to hold posi¬ 
tion in society. 

Organized bodies, such, for example, 
as trades unions, etc. 

Business relations, etc., etc. 



[ Law. 

| Mercantile Pursuits. 

Difference between right and i j ourna iism. 
wrong trading—W hat constitutes i Manufacturing, 
legitimate business in Transportation. 

Etc., Etc. 














246 


w 

b 


0* 

D 

O 

02 

O 


r Animal. 

Physiology. | Vegetable. 


Phenomena of the 
Mind. 


General principles of, as applied to every-day 
life. 

Recognition of inherited tendencies. 

Control over self; cultivation of temper. 

Just estimates of our own abilities. 


Science of Health. 


' Prevention of disease. 

Treatment of disease. 

. Exercise, compulsory. 
Athletics, wise and unwise. 
Food. 


- K 

D w 
O 5 

02 ® 
0 


Mathematics. 

Mechanics. 

Chemistry. 


o 

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i-0 

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02 

0 


1. English. 


2. French. 


' Complete course in English literature, embra¬ 
cing a full knowledge, not only of the classics, 
but of the best authors of the day. 

J 

Style : A course beginning with letter writing 
and extending to thorough practice in all 
„ forms of writing likely to be useful. 

f Sufficiently thorough to open up the liter- 
( ature of the language. 


3. German. 


f Sufficiently thorough to open up the litei- 
^ ature of the language. 


4. Dead 

Languages. 


Going beyond the rudimentary only in the 
cases of students whose abilities enable them 
■ to carry Greek and Latin in addition to thor¬ 
oughly mastering the more important French 
, and German. 





p* 

cu a 



<5 


1. Voice culture. 

2. Conversation. 

-{ 3. Charm of manner. 

4. Memory culture. 

5. How to walk. 














247 


a. 

D 


Z 

o 

H 

<3 

< 

a* 

w 

Ph 


[V eg 
h* x 

o « 

Z 


m 

P 

« 


1. Study of organization. 

2. General principles of organization. 

3. Best examples of organization. 

4. The keeping of accounts. 

5. The filing of papers. 

6. General ideas of legal responsibility. 


f In manufacturing, 

| In government, 

In transportation, 
In storekeeping, 

In newspapers, etc. 


^ W 
k z 

D a 
02 
06 £ 

O 1 ^ 


1. Duties of the citizen of a republic. 

2. Practical exercises of citizenship. 

3. Dependence of citizens upon good government. 

4. Studies of other forms of government. 

5. History. 

6. Political.geography. 


I-.' 

i—i H 


> <3 

CL W 

06 « 
.►j w 


Drawing. 

Music. 

Painting. 

Sculpture. 


6 

z 

z 

HH 

< 

w 

H 

a 

<3 

o 

z 


w 

E-t 

Q 

Z 

<3 

a 

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Ph 

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Z 


x 

l-H 

a, 

D 

O 

W 

o 


Such, for instance, 
as afforded by 
J The International 
Correspondence 
Schools, of Scran¬ 
ton, Pa., including 


f The Correspondence School of Mines, 

The Correspondence School of Mechanics, 
The Correspondence School of Steam 
Engineering, 

The Correspondence School of Electricity, 
The Correspondence School of Architecture, 
The Correspondence School of Plumbing, 
Heating, and Ventilation, 

The Correspondence School of Civil 
Engineering, 

The Correspondence School of Railroad 
i Engineering, 

The Correspondence School of Bridge 
Engineering, 

The Correspondence School of Municipal 
Engineering, 

The Correspondence School of Hydraulic 
Engineering, 

The Correspondence School of Bookkeeping 
and Stenography, 

The Correspondence School of Sheet-Metal 
Pattern Drafting, 

The Correspondence School of Pedagogy, 
The Correspondence School of Chemistry. 












248 


439. What Our Students Do. —The work done by The 
International Correspondence Schools cannot be better illus¬ 
trated than by setting forth the occupations of 34,375 of their 
students : 


10,079 In Mechanical Occupations: 


39 Presidents and Managers of M’f'g Co's. 
90 Mechanical Engineers 
900 Mechanical Draftsmen and Apprentices 
92 Manufacturers of Machinery 
53 Master Mechanics 
109 Millwrights 

179 Mechanical Superintendents 
386 Mechanical Foremen 
4942 Machinists and Machine Tenders 
582 Machinists' Apprentices and Helpers 
249 Tool Makers, Die Sinkers, Filers, etc. 
53 Brass Workers 


53 Rolling Mill Workers 
73 Shop Laborers 

39 Shipwrights and Marine Machinists 
137 Pattern Makers 
143 Boilermakers 
160 Blacksmiths 
78 Molders and Foundrymen 
56 Machinery and Boiler Inspectors 
123 Millers and Mill Hands 
652 Office Men in M’f'g Establishments 
991 Miscellaneous Mechanical Occupations 


6,149 In Steam Engineering Occupations: 


42 Superintendents and Foremen of Plants 
17 Chief Engineers 
4004 Stationary Engineers 
168 Assistant Engineers 
112 Pumpmen 
25 Well Drillers 
8 Steam Laundrymen 
252 Marine Engineers 
162 Oilers 


17 Water Tenders 
643 Stationary and Marine Firemen 
115 Assistant Firemen, Coal Passers, etc. 
232 Locomotive Engineers 
126 Locomotive Firemen 
28 Wipers and Hostlers 
28 Railroad Trainmen 
73 Dealers in Steam Engineering Supplies 
297 Miscell. Steam Engineering Occupations 


3,188 In Electrical Occupations: 


129 Electrical Engineers 
101 Superintendents of Electrical Works 
129 Foremen of Electrical Establishments 
137 Makers of Electrical Apparatus, etc. 

48 Armature and Magnet Winders 
56 Repairers of Electrical Machinery, etc. 
22 Electrical Contractors 
546 Electricians 
165 Assistant Electricians 
62 Electrical Inspectors, Experts, etc. 

70 Station Managers 
154 Dynamo Tenders 
84 Linemen 


115 Wiremen 
22 Lamp Trimmers 
34 Elevator Operators, Signalmen, etc. 

56 Motormen 
28 Trolley Car Conductors 
25 Telephone, Telegraph, and Cable M'g'rs 
20 Train Dispatchers 
162 Telegraphers 
56 Dealers in Electrical Supplies 
398 Office Men in Electrical Establishments 
129 Teachers and Scientists 
440 Miscellaneous Electrical Occupations 


2,335 In Architectural Occupations: 


39 Architects 
67 Architects' Assistants 
140 Architectural Draftsmen and Designers 
81 Lumber Manufacturers 
50 Master Builders 

50 Builders' Foremen and Superintendents 
59 Contractors 
949 Carpenters 
22 Joiners and Stair Builders 
81 Cabinetmakers and Hardwood Workers 


81 Wood Carvers, Wood Turners, etc. 

42 Masons 
59 Bricklayers 
56 Stone Cutters 
22 Plasterers and Model Makers 
36 Structural Iron Workers 
70 Painters and Decorators 
210 Builders' Clerks, etc. 

31 Building Inspectors. Insurance Men, etc. 
190 Miscellaneous Architectural Occupations 


774 In Plumbing, Heating, and Ventilation Occupations: 


20 Superintendents and Foremen 
266 Plumbers 
25 Apprentice Plumbers 
14 Gas-Fitters 

14 Heating and Ventilation Engineers 
146 Steam and Ilot-Water Fitters 


132 Tinsmiths 
39 Sheet Metal Workers 
20 Hardware Men 

67 Manufacturers and Dealers in Plumbers’ 
and Steam Fitters’ Supplies 
31 Miscellaneous Plumbing Occupations 


249 


1,079 In Civil Engineering Occupations: 


329 Civil Engineers 
106 Surveyors 

48 Topographers and Draftsmen 
22 Transitmeu and Levelmen 
25 Rodmen 
14 Chainmen 
17 Axmen, Flagmen, etc. 

112 Engineers’ Office Assistants 
28 Superintendents of Railroads 
34 Roadmasters and Track Foremen 
31 Track Laborers 


48 Miscellaneous Railroad Employees 
123 Bridge Engineers and Draftsmen 
17 Bridge Inspectors and Supervisors 
14 Bridge Foremen 
36 Bridge Builders 
8 Bridge Carpenters 
11 Template Makers 
28 Municipal Engineers 
17 Contractors 

11 Superintendents of Water Works 


8,254 In Mining Occupations: 


11 State Mine Inspectors 
28 Mine Operators 

26 Mining Co's Secretaries and Treasurers 
306 Superintendents of Mines 
34 Assistant Superintendents of Mines 
78 Mining Engineers 
22 Assistant Mining Engineers 
102 Civil Engineers 
112 Mine Surveyors 
36 Mine Surveyors’ Assistants 
745 Mine Foremen 
126 Assistant Mine Foremen 
189 Fire Bosses 
22 Mine Contractors 
2512 Coal Miners 

17 Mining Machine Runners 
22 Slopemen, Footmen, etc. 

14 Slate Pickers 
465 Metal Miners 
50 Metal Prospectors 
165 Mine Laborers 
45 Drivers in Mines 


36 Driver Bosses 
8 Loader Bosses 
78 Weighmasters 
63 Coal Inspectors 
73 Mine Trackmen 
67 Mine Carpenters and Timbermen 
104 Mine Machinists 
31 Mine Blacksmiths 
22 Coke Foremen 
11 Quarry Foremen 
14 Mill Foremen and Superintendents 
34 Mill Men 
14 Amalgamators 
11 Ore Sorters and Samplers 
67 Assayers 
42 Chemists 
8 Metallurgists 

20 Mine Brokers, Land Commissioners 
73 Coal Agents 

272 Mine Clerks, Stenographers, Bookkeep 
ers, Accountants, Time-Keepers, etc. 

2089 Miscellaneous Mining Occupations 


1,517 In Miscellaneous Occupations: 


28 Merchants 
123 Clerks and Salesmen 
17 Bookkeepers 

20 Stenographers and Typewriters 
11 Collectors 
34 Office Boys 

34 Express Messengers and Agents 
22 Photographers 
14 Postmasters, etc. 

14 Light-House Keepers 
14 Butchers 
11 Bakers 
6 Saloonkeepers 
6 Barbers 

633 Farmers and Planters 
31 Stock Breeders 


26 Fruit Growers and Gardeners 
11 Dairymen 
26 Teamsters 
42 Laborers 
20 Janitors 
45 Watchmen 
14 Ushers and Waiters 
11 Coachmen 
11 Stewards 
6 Musicians 
14 Housekeepers 

62 Soldiers 

63 Sailors 

20 Attendants in Prisons and Hospitals 
137 Unclassified 



INTERNATIONAL 


CORRESPONDENCE SYSTEM 

OF 

EDUCATION. 







SYSTEM OF OUR SCHOOLS. 


440. The World’s Educators. —If the man that makes two 
blades of grass grow where only one grew before be a bene¬ 
factor of his kind, what shall we say of the man who affords, 
by a splendid and unrivaled educational foundation, oppor¬ 
tunity to tens of thousands of people, debarred by the very 
nature of their occupations from all ordinary educational 
facilities, the fullest occasion and the most fitting instru¬ 
mentality to enjoy the advantages and benefits of that technical 
and industrial training needed to fit them for the successful 
fulfilment of life’s imperative demands and the discharge of 
duty to God, and home, and country? If the names of 
Fenelon, Francke, Froebel, and Pestalozzi are justly revered as 
pioneers, guides, and leaders in the educational progress of 
mankind, is not the founder of The International Correspond¬ 
ence Schools entitled to high rank and enduring fame in the 
temple erected by a grateful humanity to the select few, who, 
out of the mazes of ignorance and the dangers of darkness, 
have led the race to the solid triumphs of peace, progress, and 
enlightenment ? 

441. The Founding of the Schools.— In August, 1891, 
Mr. T. J. Foster, the founder and general manager of The 
International Correspondence Schools, undertook the prepara¬ 
tion of a complete course in coal mining ; using, instead of text¬ 
books, a series of specially written and illustrated Instruction 
and Question Papers, which presented, in the fewest and 
plainest words possible, a thorough treatment of that subject. 
The services of able mining engineers were engaged for this 
work, which, before completion, required an expenditure of 
several thousands of dollars. 

442. Originality of Course of Instruction. —The plan of 
instruction was original, and a wide departure from the curric¬ 
ula of the regular technical schools. There was no assump¬ 
tion that the student, when commencing his studies, possessed 
the previous education essential for satisfactory progress in the 

253 



254 


regular technical schools, owing to the lack of which many 
fail to complete their courses and qualify themselves for their 
chosen avocations. The course started the student at the bot¬ 
tom, the first papers treating upon arithmetic. 

From this point he was led, step by step, through the whole 
range of subjects relating to coal mining, and given a thorough 
understanding on all points required for practical work. The 
course possessed the advantage that it could be undertaken by, 
and was adapted to, the needs of men with no other qualifica¬ 
tions than the ability to read and write. 

'443. The Method of Teaching. —The method of teaching 
was unique and practical. No textbooks were required outside 
of the Instruction and Question Papers. The student was 
furnished, free of charge, with blanks upon which to ask for 
special information, as often as required, and other stationery 
to assist him in his work. He had, at all times, at his disposal, 
the assistance, through the mails, of able engineers. 

444. The Marvelous Results Attained. —Thousands of men 
took advantage of the opportunities offered, and within two 
years, as a result of the instruction received, hundreds had 
obtained more lucrative positions and better salaries. 

445. Broadened Scope of the Schools. —Since then the 
scope of the schools has been greatly enlarged. Courses of 
instruction have been prepared in all the principal branches of 
industrial science, till we have, at present, a system unrivaled 
in the educational world of the day. 

446. School of Mechanical Engineering and of Steam 
Engineering.—Our School of Mechanical Engineering com¬ 
prises two courses : (a) the Complete Mechanical, and (6) 
the Mechanical Drawing Course. The School of Steam Engi¬ 
neering embraces (a) the Stationary Engineers’, (b) the Marine 
Engineers’, (c) the Locomotive Engineers’, ( d ) the Traction 
Engineers’, (e) the Gas Engineers’, and (/) the Refrigeration 
Course. 

447. The Correspondence School of Electricity. — The 
International Correspondence School of Electricity, unsurpassed 
by any educational instrumentality cultivating this broad and 


255 


exhaustless field of scientific research, is divided into ten 
scholarships : (a) the Electrical Engineering, (b) the Elec¬ 
trical, (c) the Electric Power and Lighting, (d) the Electric 
Lighting, (e) the Electric Railway, (/) the Electric Mining, 
(g) the Telegraphy, (h) the Telephony, (i) the Electrothera¬ 
peutics, and (j ) the Wiring and Bell Work Course. 

448. The Correspondence School of Architecture. —The 

Correspondence School of Architecture comprises (a) the 
Complete Architectural, ( b ) the Architectural Drawing and 
Designing, and (c) the Architectural Drawing Scholarship. 

449. The Correspondence School of Civil Engineering.— 

The Correspondence School of Civil Engineering covers a wide 
and fruitful field of knowledge and research. We have, under 
this head, the courses of (a) Civil Engineering, (b) Bridge 
Engineering, (c) Surveying and Mapping, ( d) Railroad 
Engineering, ( e ) Hydraulic Engineering, and (/) Municipal 
Engineering. 

450. The Correspondence School of Chemistry. —The 
School of Chemistry offers three courses: (a) Chemistry 
(including Qualitative and Quantitative Analysis), (b) Chem¬ 
istry (including Qualitative Analysis), and (c) Inorganic and 
Organic Chemistry. 

451. The School of Mines. —Our School of Mines has, from 
its original form, grown into six fully equipped courses, 
namely, ( a ) the Full Mining, ( b) the Complete Coal Mining, 
(c) the Mine Mechanical, (d) the Metal Prospectors’, (e) the 
Metal Mining, and (/) the Short Coal Mining Course. 

452. The School of Sheet-Metal Pattern Drafting, and ot 
Plumbing, Heating, and Ventilation. —The School of Sheet- 
Metal Pattern Drafting covers two courses: (a) the Sheet- 
Metal Pattern Drafting, and (b) the Tinsmiths’ Pattern Cut¬ 
ting Scholarship. The Correspondence School of Plumbing, 
Heating, and Ventilation is divided into (a) the Sanitary 
Plumbing, Heating, and Ventilation, (b) the Sanitary Plumb¬ 
ing and Gas-Fitting, (c) the Sanitary Plumbing, {d) the Heat¬ 
ing and Ventilation, and (e) the Gas-Fitting Course. 


256 


453. The Schools of Bookkeeping and Stenography, of 
English Branches, and of Pedagogy. —The School of Book¬ 
keeping and Stenography comprises (a) the Complete Com¬ 
mercial, (6) the Bookkeeping and Business Forms, and (c) the 
Complete Stenographic Scholarship. The Correspondence 
School of English Branches consists of one very complete and 
efficient course, while the School of Pedagogy deals with the 
Pedagogics of Arithmetic, Grammar, Geography, History, 
Civics, Orthography, and Rhetoric. 

454. Great Benefit Conferred. —While the.system itself has 
thus been enlarged and strengthened, the force of instructors and 
assistants has been increased by accessions from every quarter of 
Europe and America, until the total number of employees of 
the Schools exceeds 1,000 persons. Many people are now 
through its means holding positions as mine managers, master 
mechanics, shop foremen, superintendents, architects, sanitary 
engineers, civil engineers, draftsmen, etc. Numberless families 
have been raised from dependency to prosperity, who, without 
this instruction, had not been enabled to obtain such success 
or happiness. The International Correspondence Schools have, 
indeed, had a remarkable and unparalleled growth. The 
reasons for this are that there is a demand for just such instruc¬ 
tion as they furnish, and that this marvelous institution is the 
only one whose courses are, from every standpoint, adapted to 
men with limited time at command, and unable to leave home 
to study. 

455. Correspondence Instruction an Epoch in the World’s 
History. —The foundation of the International Correspondence 
Schools, of Scranton, Pa., marks an epoch of the most dis¬ 
tinctive and ennobling character in modern educational 
development. The history of civilization is the history of 
education. Nor can the work of education be considered com¬ 
plete till the entire human race be brought under its benign 
influences—till every man and woman be adequately trained 
to fill a special purpose in life. 

456. Educational Characteristics of the Nineteenth Cen¬ 
tury.—It is probable that every age is prone to magnify its 
own achievements, and to vaunt them above all that has 


257 


hitherto been done. It is certain that this self-magnifying 
spirit characterizes the nineteenth century, if we may judge 
of it by the outgivings of those who seem to be the accepted 
mouthpieces of public opinion. So far, however, as one may be 
supposed to judge dispassionately of his own times and what 
they have accomplished, this century is likely to be dis¬ 
tinguished in future ages, not more for its inventions, its 
discoveries in science, and its industrial progress, than for the 
unprecedented educational activity which it has displayed— 
an activity which has extended to all classes of society, and 
which has produced the most remarkable results in the very 
lowest ranks. 

457. The Test of Importance.—It would obviously be, at 
the present time, premature to attempt, in detail, to weigh the 
significance of the educational events which this century has 
witnessed, or to pass any definite judgment upon them. The 
facts are too near at hand, they are too numerous and complex 
in character, their actual results are still too little apparent to 
admit of that truth of depiction and justness of perspective 
which should belong to an attempt at a historic picture ; even 
were the warmth of personal feeling, which present events are 
calculated to excite, not sure to give an undue coloring to many 
parts. 

Time is the only sure test of the relative importance of 
historic events. It often buries in comparative obscurity 
many occurrences which, to the actors, seem to be of first-rate 
importance, and leaves in bold prominence that which, to con¬ 
temporary observers, might seem of inferior moment. Thus it 
is doubtful, to men of the eighteenth century, that the struggle 
of vernacular tongues for recognition in instruction was truly 
fraught with the wide-reaching significance which we can now 
see that it certainly had. To the contemporaries of Francke, 
the fiery religious zeal which prevaded. his institutions was 
doubtless a far more interesting phenomenon than either 
his efforts for the better training of teachers for his schools, or 
the realistic cast of studies and purposes of instruction that 
prevailed in them ; yet the first was comparatively transient, 
while the importance of the other two is becoming daily 

apparent. 

9 


258 


458. Striking Educational Facts of the Century. —These 
considerations need not, however, deter us from examining, 
in their broader aspects, the most striking educational facts of 
our own century, though they will, in most cases, render 
impossible any very reliable estimate of their permanent 
importance. We will therefore state what seem the most note¬ 
worthy of these facts in the order in which we shall examine 
them more carefully. 

459. Pedagogical Activity. —The first striking fact likely 
to arrest the attention of even the casual observer, is the 
enormous pedagogical activity by which the 19th century has 
been characterized, and the activity displayed, partly in literary 
or quasi-literary efforts, partly in educational experiments,' 
some of which have become accepted educational usages, and 
partly also in wide-spread educational associations. 

460. Rapid Spread of Schools. —A second fact has been 
the rapid spread of schools of every kind, but most especially 
of schools for universal elementary education, with the growth 
of which has been correlated a tendency to give the elements 
of learning to all children, free from individual expense, 
and to insure to every child at least a minimum of training by 
making school attendance compulsory. 

461. Professional Training of Teachers — A third very 
interesting fact is the great extension of the means for the 
professional training of teachers which has taken place during 
the century. Without this systematic and careful training, the 
increase in the number of popular schools would have been 
likely to disappoint the public expectation by the meagerness 
of their results. 

462. Governmental Supervision of Schools.— A fourth 
noteworthy fact is the careful provision that has been made in 
many of the European states for thoroughly supervising the 
work of the schools, a provision whose benefits are being 
rapidly extended to many parts of the United States, since it 
is seen that its importance in promoting the efficiency of the 
schools is second only to that of the training of teachers for 
their work. 


259 


463. The Claims of Manual and Technical Training. —The 
claims of manual and technical training constitute a fifth 
characteristic of the educational history of the century, while 
a sixth educational fact is furnished by the marked improve¬ 
ments during the century in schools and school methods on 
the lines of Pestalozzianism. A seventh fact of interest is the 
vigorous discussion witnessed by this century of the relative 
value of various studies as means of culture, in the. course of 
which the claims of the classics, mathematics, and sciences of 
nature are all put forward with much force and emphasis. 

464. A Useful Purpose. —It may, in these closing days of 
the 19th century, be safely said that there is unanimous con¬ 
sent upon one point, namely, that education should fit men 
and women for some useful purpose in life. It was this con¬ 
viction which led to the establishment of The International 
Correspondence Schools. The idea of correspondence instruc¬ 
tion in itself is not a new one. 

465. Origin of Correspondence Instruction. —The first man 
who committed the results of his observations to writing was 
the author of instruction by correspondence. Every man who 
writes a letter to his fellow is an instructor by correspondence. 
But the great instructor by correspondence of the present day 
is the newspaper press—the editor and his assistants, the 
instructors ; the newspaper, the medium ; and the great con¬ 
stituency of readers, the students. Before the invention of the 
art of printing, as far back as record goes, it was customary for 
men, seeking enlightenment and instruction, to write to others 
recognized for learning, polish, or piety, for information on 
matters pertaining to religion, history, poetry, art, political 
economy, and eloquence. Hence was it, in great part at least, 
that the renown of great lawmakers, poets, prophets, kings, 
orators, and statesmen, spread throughout the world. 

466. The Newspaper Correspondent. —We all know the 
part played, in our own day, by the well equipped, thoroughly 
educated newspaper correspondent, who, whether at the 
national capitol, keeping himself in close touch with the great 
men guiding the nation’s destiny, or at the battle front, survey¬ 
ing with eagle glance the victor’s splendid maneuvers and the 


260 


vanquished’s dreadful discomfiture, keeps his readers, day by 
day, posted, with unfailing accuracy, on statesmen’s purposes 
and policies, on warriors’ pursuits and achievements. 

467. The Essence of Educational Reform. —It is the 
essence of all educational reform that it extend the benefits 
of enlightenment to those deprived thereof, or for whom its 
acquisition is, for any reason, difficult. To illustrate this truth 
we have but to refer to the work and the results of the efforts 
of some celebrated educational reformers. This application of 
correspondence instruction, by means of the International 
system, amplifies and extends the benefits of correspondence 
instruction, of which the modern newspaper is an illustration. 
It inaugurates an educational reform as radical and as bene¬ 
ficent as any that preceded it. It opens the doors of educa¬ 
tion’s sacred temple to thousands who, despite all the pro¬ 
gress made since the sixteenth century, were otherwise debarred 
from admission. If systems of reform are to be judged by 
their results in the elevation of the human race, and we know 
of no better test to apply to their efficiency, the founder of 
The International Correspondence system of education will 
be cheerfully conceded his rightful, well earned place beside 
the very greatest of the noble men who gave talent, industry, 
life itself, to strike the shackles of ignorance from the long- 
bound faculties of their fellow men. 

468. Method of Procedure. —The third part of our work will 
deal with the subject under consideration in the following order: 

1. The International Correspondence Schools a crowning 
feature of modern civilization. 

2. The International Correspondence Schools a necessary 
culmination of modern educational development. 

3. Poverty no barrier. 

4. The International Correspondence system of education, 
thorough, efficient, complete. 

5. The International Correspondence system of education 
in its special features and as compared with others, at com¬ 
mand of the busy classes. 

6. The classes who may be benefited by it. 

7. The results achieved. 


CROWNING FEATURE OF 
CIVILIZED LIFE. 


469. The Place of Industry.—The history of the world 
is the education of mankind, and every step in the onward 
march of civilization is full of lessons and suggestions to the 
educator who aims at the preservation and improvement of 
the race. 

Schoolmen take the wit and wisdom of books for civiliza¬ 
tion. They do not know what effort it has cost humanity to 
develop the industrial arts, which have made life possible and 
even pleasurable in a world that harasses man at every step. 

Industry, or human activity applied to the arts of life, has 
changed us, and is changing us every day ; and if education is 
to become a civilizing power, it must improve and advance 
industry to a science and instrument for the mental and moral 
improvement of the people ever engaged in it. 

Industry is the mother of the inductive method of reasoning 
from enlarged experience, and of the utilitarian philosophy, 
and both these, her daughters, are fast changing the life and 
mind of mankind. 

It is a maxim recognized and acted upon by practical states¬ 
men, that general progress is not influenced by abstruse 
principles or reasonings, which never penetrate the masses. 
Only as far as science mingles with the trades and occupations 
of the people does it become the property of the world and 
civilize the age. 

The decorations of a building are not the building, nor are 
they as important as the foundation laid solidly deep down in 
the ground. It is so with literature and the common arts of 
life, which sustain life. Civilization existed before prophets, 
poets, philosophers, and statesmen appeared. Long and labor¬ 
ious was the way industry had to travel before the present 
stage was reached. 

470. The History of the Race.—Not only civilization, as a 
whole, includes many changes, but, as Tylor conclusively 
shows, there is not a tool, a garment, or any other object of 

261 



262 


art, but is the survivor of a thousand changes; and, as every 
pebble is an epitome of all past geological changes, and mirrors 
the cosmos to him who understands its language, even so it is 
with every object of human ingenuity, as each is a volume of 
the world’s history, stretching back from this, our Age of Steel, 
to that of Iron, back to the Age of Bronze, and the Flint Age, 
when man was the companion of the mammoth and the woolly 
rhinoceros. 

Yes, the whole world of human objects is a library, and 
nothing in it is so trivial, be it a spade, a knife, or a hatchet, 
but it has to tell wmnders of the thousand sires that preceded 
it, and whose history is closely interwoven with the history of 
the race. 

471. The Civilization of the Pedants.—Pedants see civiliza¬ 
tion exclusively in schools and books which exist since yester¬ 
day only, while the mechanical arts date back thousands of 
years, and their remains are found today buried under thick 
strata, the work of myriads of years, and in company with 
a fauna that shows that the very skies and climate, as well as 
the earth, have changed, and are no more what they were 
when the hands of men formed these debris of another age and 
world. Such is the cycle of ages that was required to bring 
the mechanical arts to their present maturity. 

472. The Opinion of Gibbon.—Well says Gibbon, “The 
poet or philosopher illustrates his age and country by the 
efforts of a single mind, but these superior powers of reason or 
fancy are rare ; many may be qualified to spread the benefits of 
government, trade, manufactures, art, and science, but even 
this requires the union of many , which may come to naught; 
but the simple practice of the mechanic trades strikes an 
everlasting root into the most unfavorable soil ; under all 
changes and restrictions these inestimable gifts have been 
diffused; they have been successively propagated; they can 
never be lost. We may, therefore, acquiesce in the pleasing 
conclusion that every age of the world has increased and still 
increases the real wealth, the happiness, the knowledge, and, 
perhaps, the virtue of the human race.” Thus with the 
practice of the mechanic trades the progress of the race has 


263 


begun and continued through unnumbered ages, and through 
them alone what has been acquired in the long struggle could be 
maintained and descend to new races and civilizations, when 
all else might be lost and become unintelligible. 

473. The Steps in Civilization. —Thousands of years the race 
roamed about before it stole the thunder from the clouds ; before 
it learned how to kindle fire and how to keep it up. The 
Egyptians, the Phenicians, the Persians, the Greeks, and the 
Chinese have all preserved the tradition of the invention of this 
art by their ancestors, and to this day we meet with tribes who 
know it not. 

To pluck fruit from trees was the first method of sustaining 
life. A long time passed before man made the first tool or 
instrument, the first step in his civilization—the arrow and 
the bow—which made the chase possible. Only as men 
multiplied, and the chase fell short of sustaining life, did 
they consent to tend flocks of sheep and herds of cattle. 

474. The Domestication of Animals.— When man suc¬ 
ceeded in domesticating animals and throwing the burden and 
slavery of his work upon the horse, the ox, and the ass, a great 
stride was made in the civilization of the race. In China and 
India, until a very recent date, men were used instead of ani¬ 
mals for transporting goods over roads ; and an embassy from 
Holland to Pekin required the service of a thousand men to 
carry the baggage. In the taking of Mexico by Ferdinand 
Cortez, fifty thousand Indians were employed in doing what 
five hundred horses might have accomplished. 

It was no small matter when man discovered the chestnut 
and the like preservable fruits; the cereals, as rice, wheat, 
maize, were still later discoveries, and became each the founda- 
dation of a peculiar civilization—rice in Asia, wheat in Europe, 
and maize in Peru and Mexico. 

Hunting, fishing, pastoral life, mining, working of metals 
and tool making had all to precede the plow, without which 
the proper cultivation of the cereals was impossible. Agricul¬ 
ture hardly deserved the name when plowing was done with 
horns, the rib bones of cows used for cutting the grain, and 


264 


threshing done by driving wagons, or rather sleighs, through 
the grain, or the wheat garnered, and at the same time prepared 
for eating, by burning the straw. 

475. The Cereals.—We still find tribes, not only preparing 
the ground for receiving the seed in such a rough way, but wholly 
ignorant of seeding. The plow is a great stride in the civiliza¬ 
tion of the race ; for, by increasing food and making man 
secure against hunger, it gives him leisure to provide for 
higher and nobler wants. 

Bread, the first necessity of life, most aptly illustrates the 
slow and laborious progress of the arts of civilization. After 
their discovery, seeding, and the cultivation by the plow, the 
cereals were for long ages roasted and thus eaten. Next came 
the improvement of pounding them, and not until long after, 
were they ground in hand mills, and made into flat and brittle 
cakes, whence, the scriptural expression of breaking bread. 
Bread, properly speaking, was a much later invention, and 
wholesome light bread, raised by ferment, belongs to a com¬ 
paratively recent period. 

Let none think that these first steps toward providing for 
the race belong to the fabulous ages. Wheat bread was, in 
England, but a very few hundred years ago, a luxury indulged 
in by the higher classes ; fruit and vegetables are there but of 
a very late date ; and even the consumption of fresh meat was 
restricted to the fewest. 

476. Clothing.—Next to food is clothing. Here humanity 
had to learn the curing or tanning of skins ; the spinning and 
weaving of wool. The preparation of flax cannot have been 
learned but slowly, and is due to a woman’s fine observation and 
painstaking ; and language has preserved the history of this art 
in the etymology of wife, which means literally a weaver. How 
inefficient was man before he understood the working of metals 
and the use of tools ! It was the plow that, by a proper culti¬ 
vation of the soil, turned nations from cannibalism. 

477. First Things.—The first houses were caverns, not as 
nearly perfect as the dwellings constructed by beavers. Ages 
passed before the cave was improved by a hole at the top for 
the smoke to escape. 


265 


The first implements of war were clubs, spears, darts, and 
arrows, and the latter were headed with brass as early as the 
siege of Troy. The battering ram was first used by Pericles. 
The first cannons were made of iron bars held together in the 
shape of a concave cylinder by rings of copper, and the first 
cannon balls were stone. 

The first vessels were beams joined together ; next, trunks 
of trees were cut hollow, and at last planks were joined in the 
shape of a boat. The ship with a prow and a stern, with a 
movable helm and sails, came after thousands of years. 

Burning wood was anciently the only method for lighting 
the house, torches came next; and even at the time of Homer, 
lamps and candles were unknown among the Greeks ; so were 
spoons and forks. Neither had their houses chimneys. Locks 
and keys were unknown, and bundles were secured with ropes 
intricately combined ; hence, the famous Gordian knot. Shoes 
and stockings are a comparatively late improvement; so are 
shirts, which came into use in the last days of Rome ; and in 
modern Europe, shirts were not common before the eighth 
century. 

Hardly any commerce was possible before the discovery of 
the wheel, the wagon, and the ship, which were rendered 
more effective by steam and the compass. 

478. The Discovery of Letters.— A new epoch dawned upon 
mankind with the discovery of letters, which again took 
thousands of years, and this art is not as yet by any means 
perfect. 

The Egyptians used hieroglyphics. It was a divine inspira¬ 
tion that first permanently fastened on any material the idea 
of gentleness by the picture of the lamb ; strength, by the 
picture of the bull; or magnanimity by that of the lion. The 
Chinese use, to this day, sixty thousand arbitrary signs, repre¬ 
senting as many words. The greatest scholar can hardly 
master, in a long life, a method that much retarded their 
progress and made them stiff and conservative. Our alphabet 
is the evolution of hieroglyphics, and shows the outlines, in its 
letters, of the things from which they are derived. The rep¬ 
resentation of the simple elements of sound by visible signs or 
letters was a wonderful process, and one that had to pass 


266 


through many stages ; and writing was most probably but 
little known in Greece at the time of Homer. Charlemagne 
could not sign his name, and, for that matter, neither could 
many of the bishops in his time. Books were still rare at the 
time of William the Conqueror. The Countess of Anjou gave, 
for a collection of homilies, two hundred sheep, a quarter of 
wheat, another of rye, and a third of millet, besides a number 
of marten skins. 

479. The Art of Reading.—To encourage the art of reading, 
in England, capital punishment for murder was remitted if 
the criminal could read, which was expressed in the law by 
the phrase of “ benefit of clergy.” An English edition of six 
hundred copies of the Bible, when first printed, was not 
wholly sold in three years. The Emperor Rudolph, in 1281, 
ordered all public acts to be published in German instead of 
Latin, as formerly. In France all public edicts were still 
published in Latin in 1539, and in Scotland and other European 
countries the practice continued down to the last century, to 
the damage of the language of the land and the common people, 
who were thereby kept ignorant of the public law and cut off 
from all contact with the higher classes, who affected Latin 
discourse among themselves. 

480. The Digits.—We find tribes who cannot count beyond 
five. Our decimal system was at an early date learned from 
the digitals. The Peruvians used knots of various colors to 
designate numbers. Our ciphers were invented in Hindustan 
and brought to France in the tenth century by the Arabs, who 
are also the inventors of algebra, or the science of solving 
mathematical problems by representing numbers through 
means of the common letters of the alphabet. 

481. The Medium of Exchange.—Money was certainly 
a vast improvement upon barter. Cattle were the first 
general medium of exchange, as they could be driven from 
place to place, and as men bought their wives, a virgin was, 
for instance, held worth a dozen head of cattle. The Lydians 
were the first who coined gold and silver money after the 
Trojan war, at which barter was still the common method of 
exchange. 


267 


Money is one of the mightiest instruments in the rise of 
civilization, as it encouraged industry by facilitating com¬ 
merce through a universal standard of value and a portable 
and preservable instrument of exchange, which could be used 
as an equivalent for the greatest as well as for the smallest 
values. 

It set a man free ; he could at any time liquidate his 
property and go where he pleased, and thus escape tyranny, 
but it made man also greedy for so desirable an article, 
rendered him more selfish and also powerful for ill as well as 
for good. 

The useful arts lead to the fine arts ; and already in antiquity, 
sculpture, painting, architecture, and, at last, gardening, rose 
into prominence one after another. 

482. The Forerunner of Civilization. —We have already 
remarked that civilization followed everywhere the intro¬ 
duction of the cereals. The Egyptians and the Chaldeans 
were the first cultivators of the cereals and the first civilized 
nations. The civilization of Europe dates equally from the 
introduction of the cereals, iron, and the plow. 

How much has common industry done for humanity by the 
cultivation or introduction of the cereals, the plow, iron, steel, 
the loom, steam, and machinery, each of which marks a new 
epoch of civilization ! 

Little has the school achieved, hitherto, in comparison with 
this, neither will it in the future, except it make its object the 
improvement of industry, and thereby strengthens civilization. 

483. Iron.—Without iron, man is impotent, for without it he 
is without tools. A hatchet, a knife, or even a nail, will buy 
almost anything among tribes who have not had the use of iron, 
as they feel their power infinitely increased by it. Copper, brass 
and the precious metals were all discovered at an earlier period, 
and used on account of their brightness and state of purity, in 
which they are often found on the very surface of the earth, 
and because they are softer and more easily worked. It is quite 
otherwise with iron. At the time of Homer iron was still thought 
precious enough to rank with gold and silver as the price of the 
conqueror. Every step in the improvement of the working of 


268 


iron and the manufacture of steel is an improvement in civi¬ 
lization affecting humanity far more than the smoothest 
rhymes or the most acute system of metaphysics. 

Herodotus mentions Glaucus, of Chios, as the first who 
smelted iron. It was not before the middle ages that iron 
took entirely the place of brass. Think for a moment on the 
conditions of the world if we lost the use of iron; without a 
plow or a tool we should soon sink into utter barbarity ; and 
but few could maintain themselves, even in that condition, 
the many certainly perishing. 

484. The Progress of Industry.—Erasmus describes Eng¬ 
land, at the time of Ilenry VIII, as a land of filth, every room full 
of “grease, fragments, bones, spittle, excrements of dogs and 
cats, and everything that is nauseous.” Madrid had not a 
privy as late as 1760, and the royal mandate to build such 
raised a storm of opposition. Iron brought the age of industry, 
which cast men in a new mold, and made of the English a 
people loving cleanliness. 

In 1563 knives were first made in England. Pocket watches 
were brought from Germany in 1577. In 1580, coaches w r ere 
introduced. A sawmill was erected near London in 1633. 
Coffee houses were opened in 1652. Steam flouring mills began 
as hand mills, horse mills, water mills, and finally became what 
they are today. Striking clocks were not known until the end 
of the thirteenth century, and, hence, the custom of watchmen 
calling the hours of the night. Paper was first made in the four¬ 
teenth century. The eggs of the silkworm were first introduced 
into Europe, under the reign of Justinian, from Hindustan. 

With the progress of industry, food, clothing, and all other 
means of comfort and luxury thus increased. The poorest 
man today has a greater quantity of these than fell to the share 
of kings or nobles but a few hundred years ago. 

Queen Catharine could not command a salad for dinner until 
the king brought a gardener from the Netherlands. About the 
same time the artichoke, the apricot, and the damask rose 
made their first appearance in England. Turkeys, carp, and 
hops were first known there in the year 1524. The currant 
shrub was brought from the island of Zante in 1533. In the 
year 1540, cherry trees were brought from Flanders to Kent. 


269 


At the time of Henry VIII, there were but few chimneys, 
even in the capital towns of England, and the smoke issued 
from a hole in the ceiling, the door and the windows ; utensils, 
forks, spoons, etc., were of wood. The people slept on straw, 
with a log of wood for a pillow. 

Henry II, of France, at the marriage of the Duchess of 
Savoy, used the first silk stockings that were made in France. 
Elizabeth, the great queen of England, had her reception room 
strewn with rushes or straw—as in our days half-decent stables 
are ; she received, in the third year of her reign, a present of 
a pair of black silk stockings. The first stone bridge over the 
Thames was built in 1213, and over the Seine, in the beginning 
of the sixteenth century. The first silk factory was built in 
Lyons in 1536. Glass windows were still rare in private 
houses in the twelfth century. King Edward III invited three 
clockmakers from Holland. 

Gunpowder, firearms, and artillery, with the new art of war, 
called forth standing armies, while the rest of the people 
remained at home and devoted themselves to the trades, 
which gained, thereby, such importance that they ruled the 
state and pretty much ended the old regime, which was one of 
constant war, and, therefore, barbarous. 

The Saracens spread a taste for chemical manipulation and 
the observation of nature and mechanical improvements. 
Roger Bacon trod in this path, and prepared the way for the 
great Bacon of Yerulam. 

Men have never paid attention enough to the importance of 
the industrial arts. Glass was introduced into Britain in 671 ; 
still it was not applied there for windows until the thirteenth 
century ; not till the sixteenth century was it manufactured 
there, while it did not enter into general use until the middle 
of the seventeenth century. Country houses in Scotland were 
not glazed until 1661. The manufacture of silk was more than 
a thousand years traveling from the shores of the Bosphorus to 
England. 

Henry the Great, king of France, and his distinguished 
minister, the able Sully, laid the foundation for French 
eminence in the manufacturing arts. Under the great Colbert, 
the minister of Louis XIY, the famous manufactory of Sevres 


270 


china was established, the manufacture of glass brought from 
Venice, wall paper invented in France, the manufacture of 
fine cloth introduced from England. When, however, in 1685, 
the revocation of the edict of Nantes drove away the Huguenots 
the best artisans of France, a great part of the manufacture 
and civilization of France departed to England, Germany, the 
United States, and other countries. 

485. The Middle Ages. —In the middle ages all arts were 
debased through the spirit of feudalism, and all labor con¬ 
sidered slavish. Hence the slow progress in manufactures 
and civilization. All articles of furniture were rare ; the same 
room was used for cooking and eating ; the ox often lived 
under the same roof with the farmer. Lords, even at the time 
of Elizabeth, would take with them, like other movable furni¬ 
ture, the windows of their castle on leaving for London and 
the court. Forks were unknown until James I. 

Barley bread was the usual food of the poorer classes in 1626. 
In some portions of England, as late as 1725, even a rich 
family used but a peck of wheat in a year, and that about 
Christmas. Dry bran bread, mixed with rye meal, was com¬ 
monly used by servants and laborers. Corn was mostly ground 
at home by the hand mill, even at the time of Elizabeth. 
Holland provided London with vegetables, and at the time of 
Henry VIII not a cabbage, carrot, turnip, or other edible root 
grew in all England. Naturally enough, barbarism and crime 
abounded, in proportion to the want of industry, and 70,000 
thieves were, under this prince, hanged in England. 

Spectacles were introduced in the thirteenth century ; 
needles brought from France to England in 1543, and first 
made there in 1626. Umbrellas made their appearance in 
England in 1768, and their first use excited the jeers of the 
vulgar. The land was a great waste and the mines poorly 
explored. 

Take the quantity of iron smelted in the middle ages. It 
amounted to fifteen pounds, at most, per hand. Using coke 
instead of charcoal in making iron, a furnace produces, in our 
time, thirty tons a day, or four hundred pounds of a superior 
quality, per hand. A man accomplishes, therefore, thirty 
times as much as before. 


When grinding flour was done by hand mills, it took one 
grinder for twenty-five consumers. In our improved flouring 
mills one man turns out flour enough for 3,600, so that one 
man does the work of one hundred and forty-four formerly 
employed. Fourteen large mills, employing two hundred and 
seventy-eight hands, accomplish, today, the milling of a city of 
a million population. In Rome and Athens the hand mills 
kept going 40,000 hands for an equal population. 

486. The Progress of the Arts. —In the manufacture of 
cotton one man does today what seven hundred could do 
before modern improvements were made. John Kay, of Bolton, 
introduced the fly shuttle in 1750, so that one hand can attend 
from ten to twenty shuttles. Hargreaves, of Blackburn, first 
introduced the spinning-jenny in 1770. Arkwright built his 
machinery for carding and roving, in 1771. Mr. Crompton’s 
mule was introduced in 1780, and about the beginning of the 
century Watt’s steam engine came into use, and the power 
loom began its work. From that day the modern factory 
system dates. About the middle of this century 250,000 power 
looms were in operation. 

The muslin exported from England in 1833 measured ten 
times the circumference of the globe. In 1840 it was equal to 
thirty-five times the same length, or one milliard and three 
hundred and eighty-three millions of meters ; and the whole 
export of cotton manufactures amounted to one hundred and 
sixty-three millions of dollars. The cheapness has increased 
with the supply, so that it was, in 1853, five times as cheap as 
twenty-five years back, and twelve times as cheap as fifty 
years back. 

In 1740 England produced 17,000 tons of iron, in 1840, 
1,500,000 tons, in 1856, 3,000,000 tons, and has since gone on 
in due proportion. 

But in transporting power we have, perhaps, gained most. 
One man, with an efficient locomotive, can carry 500 tons of 
freight. It would take 50,000 men to do the same carrying in 
the same time. All this was accomplished by the hard struggle 
and ingenuity of industry, hardly aided by the schools. 

Let the reader notice that we have traced the progress of the 
arts before an earnest attempt to introduce universal education 


272 


was made. Solely by the natural force of circumstances, by a 
continually spreading division of labor, and the devotion of 
the whole attention of the laborer to a small field of labor, 
skill and invention made rapid progress, comforts increased, 
taste improved, and leisure was acquired, calling forth the 
literature of the day, of which the arts and trades are the cause 
and not the effect. 

Slavery, in all degrees, gave way, in England, in 1351, to the 
arbitrary power and stipulations of legislation, which settled 
the price of labor. And the trades were so backward that four- 
fifths of the people were agriculturists, and yet, as we have 
seen, the land was a waste. 

The discomfort of the people may be seen from the fact that 
from the year 1075 to 1575 the population of England and 
Wales only doubled. From 1G00 to 1700 the increase was 
about 30 per cent.; from 1700 to 1750, 25 per cent., while from 
1800 to 1850, the population of the United Kingdom doubled, 
besides furnishing a constant stream of emigration for this and 
other parts of the world. 

Commerce had anxiously explored the sea to find a new way 
to the East Indies; and the maritime discoveries constantly 
being made kept the world moving and enterprising. 

487. Industry in the United States.—The first attempt to 
establish manufacturing industries in the United States was 
made in 1608, only one year after the first effective English 
settlement at Jamestown, in Virginia. So early was the period 
at which the spirit of industry developed in this country. 

In 1776, the first attempts to raise cotton in the South were 
made, and the cotton of 1790, 1791 and 1792 together, made one 
moderate cargo. At the end of half a century the cotton crop 
amounted to two millions of bales ; and today it reaches the 
figure of nearly nine millions of bales. 

In 1812 the first glass works were erected in Pittsburg. The 
first iron works were built in the United States, in Newcastle 
county, Pennsylvania, in 1726. In 1805, the population of 
the United States was 6,180,000; its manufactures amounted 
to $30,000,000, and its agricultural productions to $85,000,000. 
In 1870 the population of the United States amounted to 
38,558,371, and there were counted 252,148 factories, with 


273 


40,191 steam engines and 51,018 water wheels, with a total of 
2,346,142 horsepower, and 2,053,996 hands, yielding a 
net product of $1,743,898,200, or, including raw material, 
$4,232,325,442. These sums are too large to realize their 
amounts. We, therefore, take some of the great industries 
separately : 


Iron industries.$346,952,694 

Cotton goods. 177,903,687 

Woolen goods. 178,064,453 

Boots and shoes. 181,644,090 

Clothing goods. 147,650,378 

Leather. 137,480,097 

Furniture. 57,926,547 

Mining products . 152,598,994 


The agricultural productions of every sort amounted, in 1870, 
to $2,447,538,658. 

The United States had, in 1873, 70,178 miles of railroad, at a 
cost of $3,436,638,749, for carrying on its internal trade. In 
1897, the total mileage of railroads operated in the United States 
was 180,891.19, carrying 535,120,756 passengers, with a total 
traffic revenue of $1,125,632,025. 

The foreign trade of the world, in 1890, amounted to $10,000,- 
000,000 per annum, carried on in 200,000 vessels, plowing the 
ocean with a cargo of 20,000,000 tons. Of 2,500,000 tons of 
sugar—the yearly consumption of the world at that time—the 
United States consumed, in 1890, 500,000 tons. 

How slow, uncertain, and laborious was the progress of 
* industry, feeling, as it w T ere, her way in the dark for thousands 
of years ; and how glorious and rapid has been her march since 
she first caught sight of the rising sun of science. Let science, 
then, fully sustain her, and the effect upon industry, as well 
as upon her children, will be immense, and a new era arise for 
humanity. 

488. The Laboring Classes. —But industrial progress does 
not merely mean so many bales of cotton and so many tons of 
iron or coal; it means the progress in the condition of the 
slave, serf or villain, and the free laborer ; it means the moral 
progress of the chieftain, or successful bandit, to the privi¬ 
lege of birth, and, at last, to personal capacity and useful 










274 


enterprise. With the increase of production the laborer 
advances in personal and political influence as well as in 
material respects. As slaves, laborers were crowded together 
without reference to health or decency ; as free mechanics and 
small masters they occupy small properties and become pos¬ 
sessed of all the virtues and advantages inherent in property 
and well regulated homes. 

But, alas ! the great industries under the regime of steam and 
machinery have centralized capital and population ; and, 
again, laborers are crowded in tenements without regard to 
health and decency. The end of all this must be the forma¬ 
tion of a permanent, low, shortlived, stunted type of degraded 
humanity. 

We cannot separate from our present form of industry the 
sanitary and moral relations of the people; these are all 
eminently questions of civilization, and find their solution in 
education. Associate industry, at all points, with education ; 
then mind will control matter, and reason bring order out of 
existing social disorder. 

The education of the industrial masses into thinking men 
once achieved, further steps will best suggest themselves to the 
men most concerned, the best judges themselves of their con¬ 
dition, wants, and means of relief. 

489. The Union of Art and Science. —But this education 
must embrace the industrial, economical, domestic, and social 
relations, and increase their efficiency as producers, their 
intelligence, their moral power, their health, and their social 
consideration. Our all-absorbing great industries can find their 
only justification in the union of art and science, and in the 
spread of taste, sensibility, fine feeling, knowledge, wisdom, 
and well-being among the masses engaged in them. Industries 
which had no other end than the production of a million of 
trifles to satisfy the vanity of their consumers, and left their 
producers unimproved and miserable, would be a most degra¬ 
ding materialism, which could end only in universal brutali¬ 
zation, and in the downfall of the nation. 

Every field and every factory throughout the land and the 
wide world, is a laboratory, and every laborer, producing 
profitable results, an experimentalist. 


275 


Where the hand and the brain work in unison, and shape 
nature’s elements into angels ministering to the well-being of 
man, the best results are effected for human civilization. 

Schools, hardly organized for half a century, have, as yet, 
done little for industry, which has progressed by its own 
unaided exertions, until its advance has aroused practical men 
to found polytechnic institutes and industrial schools, which 
promise to lead industry to still higher development. 

The almost unaided success of the industries is plainly to be 
read in the greatness of the Italian republics, the Hanse 
towns, Flanders, and France, prior to the persecution of the 
Huguenots ; or in England in our own day, where education 
has been organized but in very recent years. 

490. Industry is a Science. —We do not deny the impor¬ 
tance of the school; but to advance civilization, it must prepare 
the people for their work—nice essays are for the philosopher. 
The nature of the civilization of an epoch is determined by the 
character of the people, which, again, depends on the work 
they are engaged in, and on the manner in which they perform 
it. The tens and hundreds of thousands of fabrics they manu¬ 
facture are their volumes ; and, hence, the more intelligence 
and science brought to bear upon them by an industrial and 
technical education, the more the people will think and improve, 
and the higher the civilization attained prove itself. Industry 
has advanced to a science, and its theory must be taught as well 
as its practice, if it is to progress with the rapidity peculiar to 
all the movements of the age we live in. All the appliances of 
human ingenuity are to be set in motion to increase the 
quality as well as the quantity of our manufactures, to make 
the workmen consumers as well as producers, and to restore 
harmony between labor and capital. 

With every new step industry has increased the happiness of 
mankind, and made the race wiser and better in proportion, as 
commoner wants are satisfied, and higher ones awakened and 
cared for. 

How vast are the numbers employed in the industries of the 
world, and how great is the capital—the whole earnings of the 
past—engaged in them ! Can education do anything worthier, 
and more fruitful of precious results, than, by improving the 


276 


industries, benefit the great majority of mankind engaged in 
them ; and by doubling the wages of labor and the profits of 
capital, and satisfying all, fill all with peace and concord, and 
wipe out the sorrow and woe attending a condition of want, 
madness, and crime ? 

491. The Debt of Science to Industry. —Science owes all, 
in very deed, to industry, and it is time that it should, in 
its turn, serve industry, that it may the surer serve humanity 
and the moral progress of the race. 

The beautiful arts of architecture, sculpture, and painting ; 
clocks, spectacles, telescopes, air pumps, chemical manipula¬ 
tions, and printing were all developed before any system of 
universal education was introduced, and are all the results of 
the progress of the industrial arts, which furnished the tools, 
and often the entire mechanism, and the very observation 
which led to the principles which some claim for the school. 

When we consider the innumerable host of technical arts 
and trades furnishing the necessities, comforts, and pleasures 
of life; providing science with her tools and developing the 
taste, mind, and morals of the great mass of mankind engaged 
in them ; the infinite observations, facts, and combinations of 
ideas stored up in them, sometimes displayed in the great 
industrial exhibitions of the world, and especially in the mag¬ 
nificent one recently witnessed in our own country; what an 
infinite world of mental activity they present to us ! 

And right here, speaking of the indebtedness of the world 
to past labors, we should express our obligations to scores of 
laborers who have preceded us in our field of inquiry, and 
especially mention the noble author of the “Sketches of Man,” 
upon whose resources we have freely drawn. Little can man, 
in his few days, see with his own eyes ; past labors are the 
genuine source of inspiration, and their honest recognition the 
most befitting invocation. 

In almost every trade, qualities and relations hidden from 
the superficial observer are made the basis of operations and 
applications. How puny is the sum of our little school learn¬ 
ing, compared with the thought and experience treasured up 
in a thousand skilful trades, each of which, perhaps, manu¬ 
factures a hundred different articles. The most complicated 


277 


technical arts require as much mental force as any of the 
branches of school learning, which are only injured by meta¬ 
physical subtlety. 

Bishop Heretius remarked that all the learning, down to the 
beginning of the eighteenth century, could be put into from 
six to ten moderate folios, to which we may add ten or even 
twenty volumes of our late scientific acquisitions. What a 
library, on the other hand, would it form, if every observation 
and every manipulation, in every trade and art, were written 
down ! And yet these practical observations are unquestion¬ 
ably founded in truth, and much more useful than most of 
the learned verbiage of the schools. 

Industry, more than science, has worked in the past under 
the guidance of practical observation—the main instrument of 
genius and the source of all invention—until Bacon got his 
philosophy from the shop, which has done the world more 
good than the philosophy Socrates claimed to have brought 
down from heaven. 

492. The Wholesome Influence of Inventive Industry.— 
The knowledge of the schools, or abstract philosophy, has done 
infinite mischief by fostering religious prejudices and false 
political theories, sustaining despotisms, false moral systems, 
and ethical standards ; it has, in short, caused much physi¬ 
cal, moral, political, and religious mischief, while technical 
inventions have saved and preserved mankind from grave 
physical harm, and, besides, assisted in the moral and intel¬ 
lectual culture of the race. 

The technical pursuits, by cultivating physical and mental 
activity, have developed the body and mind of the people, and 
thus materially increased their health, efficiency, and well¬ 
being. 

Industrial progress is continuous in its development; theo¬ 
retical knowledge and literary culture have often been inactive 
and dead for ages. 

493. Epochs of Industry.—The labor of the world may be 
historically divided into the following epochs: The time of 
the first rude labors; the trades, with divisions of labor; 
industry, combined with science and art, or ornamental 


278 


industry; and at last, the highest technic, or union of 
strength and beauty. In the first days of the race, the same 
man was hunter, fisher, smith, carpenter, cabinetmaker, tailor, 
etc. This sharpened his wits ; but, he did not, of course, bring 
it to perfection in even one respect. As everybody was, how¬ 
ever, his own customer, he was easily suited. 

494. Division of Labor. —As mankind increased and formed 
towns, each man was able to dispose of his surplus products; 
he devoted himself, therefore, to one trade, produced a great 
quantity of articles of better quality, and got in exchange for 
his fabric a greater number of articles of higher quality than he 
could himself have made. This division of labor led to almost 
scientific exactness and perfection in the trades. Competition 
among the producers led to ornamental industry. 

At last, beauty and strength, with the greatest possible pro¬ 
ductivity and cheapness in articles of manufacture, were aimed 
at; and what once seemed to be the work of individual skill, 
is now performed by a mechanism replacing the dexterity and 
intelligence of the laborer. 

495. The Beginning of Freedom. —In Greece, as well as in 
Rome, the trades were despised as fit only for slaves. In the 
world of today they are the very beginning of freedom, 
universal liberty, and civilization. It was the tradesmen who 
built up, in the middle ages, fortified towns, and founded 
modern liberty, maintaining their rights against a fierce 
nobility and often against kings. The Florentine republics, 
the Hanse League, and Flanders achieved wealth and liberty, 
not by arms, but by industry ; and today, the greatest of all 
modern states, Germany, France, England, and the United 
States, are founded upon industry, just as much as the ancient 
states developed their strength by war. 

How productive of great and noble qualities is industry, by 
the independence it procures and the opportunities it gives 
for developing our talents ! Wealth develops power and dig¬ 
nity and health and well-being among the masses. The indus¬ 
trial laborer is the soldier of the nineteenth century, daily 
making more conquests for civilization and humanity, and 
eagerly pushing forward to newer and better things. 


279 


496. The Influence of Industry.—Industry creates com¬ 
merce and new sources of maintenance, lessens idleness and 
vice, and improves morals by employing men. It was the 
want of industry that made the people of Rome and Greece 
amenable to the tricks of the demagogue and rendered them 
turbulent. To the rise of the industrial classes and the conse¬ 
quent development of wealth, Europe owes its liberty and 
civilization, as the third estate, grown powerful, forced royalty 
and nobles, as well as the clergy, to respect the rights of the 
people. 

497. Industry and Commerce. —Industry, through com¬ 
merce following in its wake, gives rise to intercourse among 
men and nations ; to interchange of ideas ; mutual liberality ; 
and peace and good will among men. Commerce, which 
rests upon industry, is one of the main sources of modern 
civilization. Industry constitutes our superiority over the 
ancients. 

498. The Slave System of Rome. —Slavery and contempt 
of labor formed the center of the civilization of the ancients 
and of the military life in which their activity found its only 
outlet. Among the Boeotians, men who defiled themselves by 
commerce were, for ten years, excluded from all state offices ; 
and Augustus condemned a senator to death because he took 
part in manufacture. 

The slave system engendered ferocity. Slaves had to imbrue 
their hands in one another’s blood as gladiators, and to engage 
in deadly combat with brutes almost as ferocious as their 
masters. They were often mutilated with atrocious cruelty, 
tortured on the slightest suspicion, and crucified for trifling 
offenses. If a master was murdered, all the slaves were put to 
torture ; and if the perpetrator was not discovered, all were 
put to death. Tacitus relates a case in which not less than 
four hundred were thus slaughtered. Ladies of fashion amused 
themselves by the repeated infliction, with their own hands 
and daggers, of painful flesh wounds on their maids, and by 
ordering others to be crucified. Old and infirm slaves were 
exposed on an island of the Tiber, where they were left to die 
from starvation. 


280 


499. Industry as a Humanizing Influence.— As a man’s 
children could not be considered less his own than his slaves, 
and his wife was but a part of his household, he had over them 
also the power of life and death ; and, as a man is not likely 
to be more tender with strangers than with his own wife and 
children, savage barbarism characterized all his relations with 
his fellows. Such was antiquity and such the models that 
classical education calls upon modern civilization to consider. 

Industry, or application to the arts and trades, has led to the 
development of the spirit of observation and to the placing 
of just value on experience; it has led away from dreams, sophis¬ 
try, and dogmatism, to genuine enlightenment and reasonable¬ 
ness ; it has led to the discovery of inductive philosophy, or 
rather, declared labor the only true philosophy, and the shop 
the best school ; thus laying the foundations of genuine prog¬ 
ress and improvement. 

It has led to the development of the principle of utility, which 
is the safest test of truth and goodness. It has led to peace and 
good will among all men, teaching all to work for one another 
and to exchange with one another the products of their labor. 
Industry cultivates enterprise and caution—two qualities which 
Hume calls the most important for success in life. 

500. Industry Averse to Superstition. —“ Industry,” says 
Buckle, “makes us conscious of our power. It is averse to 
superstition, as we daily feel that all depends on our own 
resources and how we manage them. It is the mother of 
wealth, and, hence of civilization, and seeking for markets it 
leads to maritime discoveries. Industry gives men, with 
competency and independence, dignity and respectability ; and 
thus cultivates a higher regard for humanity.” 

501. Industry in Its Mental and Moral Aspects.—Industry, 
assuming the character of art, develops the taste for the beauti¬ 
ful, and, hence, the cultivation of industry and art leads to virtue 
and good manners, as the good and the beautiful are akin. 

Industry strengthens the physical and mental capacities of 
man by constant exercise ; increases his self-restraining power, 
the basis of moral excellency, and thus renders man better and 
nobler. 


281 


“Industry,” says Leckey, “by providing the world with 
refining comforts, undermined the asceticism of the Church, its 
monastic spirit, and ecclesiastic power; it secularized Europe 
and made it tolerant.” 

Industry led from dreamy philosophy and metaphysical 
speculation and dogmatic theology, to the cultivation of science 
and the formation of a practical code of natural ethics for the 
regulation of man in his intercourse with his fellow, nature, or 
with himself. All the gold in the world, flowing into a state, 
cannot save it, if industry leaves it; witness Spain—hapless, 
hopeless, unregenerate. 

502. The Pillar of the Nation’s Greatness. —The main idea 
of Adam Smith’s “Wealth of Nations” is industry, which all 
his measures tend to promote as the pillar of a nation’s great¬ 
ness. Labor, according to him, is the basis of value. Adam 
Smith employed his powerful genius to show that industry 
must be freed from all its former shackles. 

A new lesson we must learn—inasmuch as industry makes a 
nation great and prosperous—the school as well as the state 
must chiefly direct its efforts toward the promotion of manu¬ 
factures and industry. For, as skill and excellency are only 
attained by habitual exercise, we must, from early childhood, 
be trained to industry. Liberty, industry, and peace are indis¬ 
solubly linked together. Nothing but the enlightened self- 
interest of industry and commerce will eventually abolish war 
among nations. 

But industry and commerce, cementing foreign nations, 
should draw closer to one another the different classes and 
conditions in the same nation, by showing them the identity 
of their interests. “Industry,” says Leckey, “while it dis¬ 
poses nations for peace, makes them strong in war.” 

503. The Industrial Regime.— Under the industrial regime, 
production gives rise to new wants ; and wants, to new exer¬ 
tions ; and exertions, to wealth ; wealth, again, gives rise to 
refined tastes, finer perceptions of beauty, and intellectual aspi¬ 
rations. Industry produces capital, which gives opportunity 
for higher pursuits. Slavery, war, and despotism, all recede 
before industry. A law-abiding spirit, sobriety, integrity, and 


282 


a steady character are all in the wake of industry. The old 
ascetic spirit, destroying human nature, destroys human 
energy. Industry strengthens human energies and unites all 
by an enlightened self-interest. 

504. Industry in the Vegetable Kingdom.—Human indus¬ 
try has connected oceans separated by continents; drained lakes 
in low lands and created others in high places ; pierced moun¬ 
tain chains; planted gardens in the wilderness; built cities 
upon the waves of the ocean ; laid low ancient forests; changed 
climates ; turned rivers from their natural courses, and altered 
the face of the whole earth by changing its vegetable covering. 
St. Helena, when discovered in 1505, produced about sixty vege¬ 
table species, including but three or four known to grow else¬ 
where. At the present time its flora numbers seven hundred 
and fifty species. The flora of tropical America has been found, 
by Humboldt and Bonpland, to have been greatly increased 
after the discovery of the New World. At the time of Aristotle, 
the peach which ripens today in England and Germany could 
be raised but imperfectly under the Grecian sky ; and many of 
the fruits that in the days of Pliny thrived but poorly in sunny 
Italy, do well today in northern Europe. The mulberry tree 
was introduced in southern France in 1500, and today it does 
well in much more northerly climates of Europe. Who dares 
deny that tropical plants may ultimately grow in the tem¬ 
perate zone, by industry in transplanting them gradually into 
countries more and more removed from their tropical home ? 

505. The Animal Kingdom.—The changes effected by 
human industry in the animal kingdom are not less extensive 
than those in the vegetable world ; and these changes multi¬ 
ply each other by their mutual bearings, until the final results 
assume a universal aspect. Not to speak of the changes 
effected by the introduction of birds which live on insects 
—the agency of which is important in fertilizing plants— 
the ox, the horse, the sheep, the swine, so useful to man, have 
all been transplanted to the New World by human industry, 
as hardly any of the quadrupeds of the Old World were found 
in America. In our own day the Cashmere, or Thibet, goat 
was brought, in 1850, to South Carolina. 


283 


506. Transforming Influence of Industry.—The monu¬ 
mental buildings of the world are its true public libraries, 
seen and read by all, conveying, in one or another style, les¬ 
sons of severe and chaste beauty, or of spiritual grandeur, and 
imparting the spirit and civilization of one age to another; 
and this, too, is the work of industry. 

With the increase of pleasure and refinement arising from 
the beauty and delicacy of an industry daily assuming more of 
the character of art, human sensibility and kindliness of heart 
spread among men, and established a higher state of civiliza¬ 
tion. As laborers, mechanics, and manufacturers obtained 
wealth, they gained importance and achieved freedom and 
influence ; the courts and the law had to do them justice; 
governments, having to consult them, became constitutional; 
and now schools themselves are compelled to suit their courses 
to the practical needs of the laborer. 

507. The Education of the Individual. —We best learn the 
nature of education by studying it in the great style of Provi¬ 
dence, or universal history, which is the education of the race. 
The education of the individual must be, in kind, the same as 
the education of the race, and must end in it. If educators 
find nothing in the history and development of the race that 
concerns them, the worse for their system ; as for us, the 
education of the individual must begin the very work which 
the education of the race will complete. 

508. The Dignity of Labor.—Draw closer the connection 
between the school and industry, science and the trades; 
spread sound economical knowledge, and a humane disposi¬ 
tion among employers and employees ; and you reduce the 
mortality of the laborers of the land by at least 50,000, and the 
number of cases of sickness by 750,000, per annum. 

There is hardly a department of science the fundamental 
facts of which have not been furnished by the observation of 
practical men of industry. But how many of these obser¬ 
vations are lost through the want of scientific knowledge in 
the practical workers of the world! And who can set a limit 
to future progress and improvement when practical workers 
will be scientific observers? 


284 


As long as labor is a drudgery, leaving the mind and the 
heart vacant, men will rather scheme than work. Join to 
labor science and art, and the venerated high priests of human 
industry, ministering in their laboratories to the comforts and 
necessities of mankind, will find their work a delight and a 
pleasure ; they would no more exchange lots with the leisure 

of the elegant trifler than would the toiling chemist or physicist. 

- • , 

509. Labor is the Physical Aspect of Moral Power. —Labor 
is the physical aspect of moral power, and a nation cannot be 
free, powerful, and truly great without being eminent for its 
industry. Rome and Greece possessed no industries, neither 
were they truly or permanently great, for their masses were 
slaves. Industry, through constant exercise, bestows the free¬ 
dom of the power of using our faculties for our own good as 
well as for the good of the race, and this freedom constitutes 
true liberty.* 

510. Statistics of Manufactures. —The statistics of manu¬ 
factures in the United States, for 1897, which are given on page 
285, prove the wonderful industrial activity of this nation, and 
establish the necessity for a more and more thorough and effi¬ 
cient system of industrial education. 

511. Statistics of Education. —The “World” Almanac for 
1898 gives some very telling and interesting figures concerning 
education in the United States. The estimated total number 
of children between 5 and 18 years of age is given at 20,865,377, 
whereas the total number of children enrolled in the public 
schools is but 14,379,078, while the average daily attendance is 
only 9,747,015. We give the figures for the various states and 
territories on page 286. 

The returns shown are for 1896. The whole number of male 
teachers was 130,366 ; and the whole number of female teachers 
was 269,959. The figures preceded by an asterisk are only 
approximate. In cases where the name of the state is followed 
by (a), the returns are for 1894; when followed by (6), the 
returns are for 1892; and, when followed by (c), the returns 
are for 1895. 


* Samuel Ro 3 r ce: “ Deterioration and Race Education.” 



285 


States and Terri¬ 
tories. 

(Census of 1890.) 

Employees and Wages. 

Total Value oi 
Products. 

Employees. 

Wages. 

Alabama . 

33,821 

812,676,029 

$51,226,605 

Alaska. 

86 

22,173 

58,440 

Arizona . 

528 

358,127 

947,547 

Arkansas. 

15,972 

5,749,888 

22,659,179 

California . 

Colorado. 

83,642 

17,067 

51,538,780 

12,285,734 

2 L3,403,996 
42,480,205 

Connecticut . 

149,939 

75,990,606 

248,336,364 

Dakota. 

4,269 

2,101,299 

10,710,855 

Delaware. 

21,906 

9,892,387 

37,571,848 

District of Columbia. 

23,404 

14,622,264 

39,331,437 

Florida. 

13,927 

6,513,068 

18,222,890 

Georgia. 

56,383 

17,312,196 

68,917,020 

Idaho. 

774 

324,202 

1,396,096 

Illinois. 

312,198 

171,523,579 

908,640,280 

Indiana . 

124,349 

51,749,976 

226,825,082 

Indian Territory. 

175 

79,830 

248,932 

Iowa. 

59,174 

25,878,997 

125,049,183 

Kansas. 

32,843 

16,328,485 

110,219,805 

Kentucky . 

65,579 

27,761,746 

126,719,857 

Louisiana . 

31,901 

13,159,564 

57,806,713 

Maine . 

75,780 

26,526,217 

95,689,500 

Maryland . 

107,054 

41,526,832 

171,842,593 

Massachusetts . 

485,182 

239,670,509 

888,160,403 

Michigan. 

163,941 

66,347,798 

277,896,706 

Minnesota . 

79,629 

38,189,239 

192,033,478 

Mississippi.. 

15,817 

4,913,863 

18,705,834 

Missouri . 

143,139 

76,417,364 

324,561,993 

Montana. 

2,696 

1,948,213 

5,507,573 

Nebraska. 

23,876 

12.984,571 

93,037^794 

Nevada. 

620 

445,503 

1,105,063 

New Hampshire. 

63,361 

24,248,054 

85,770,549 

New Jersev. 

187,398 

96,778,736 

354,573,571 

New Mexico.. 

944 

532,727 

1,516,195 

New York. 

850,084 

466,846,642 

1,711,577,671 

North Carolina. 

36,214 

7.830,536 

40,375,450 

North Dakota. 

1,847 

1,002,881 

5,028,107 

Ohio . 

331,548 

158,768,883 

641,688,064 

Oklahoma . 

195 

71,918 

180,445 

Oregon. 

18,798 

11,535,229 

41,432,174 

Pennsylvania . 

620,562 

305,591,003 

1,331,794,901 

Rhode Island. 

85,976 

37,927,921 

142,500,625 

South Carolina. 

24,662 

6,590,983 

31,926,681 

South Dakota. 

2,422 

1,098,418 

5,682,748 

Tennessee . 

42,759 

16,899,351 

72,355,286 

Texas . 

39,475 

18,586,338 

70,433,551 

Utah 

4,980 

2,715,805 

8,911,047 

Vermont.. 

24,894 

10,096,549 

38,340,066 

Virginia .. 

59,591 

19,644,850 

88,363,824 

Washington . 

20,366 

12,658,614 

41.768,022 

West Virginia. 

21,969 

8,330,997 

38,702,125 

Wisconsin . 

132,031 

51,843,708 

248,546,164 

Wyoming. 

1,144 

878,646 

2,367,601 

Total. 

1 

4,712,622 

$2,283,216,529 

$9,372,437,283 

Number of establishments 

reporting, 

322,638; capital 

, $6,139,397,785; 


miscellaneous expenses, 8615,337,620. Officers, firm members, and clerks, 
average number, 426,099; total wages, 8372,078,691. All other employees, 
average number, 4,050,785; total wages, 81,799,671,492. Cost of materials used, 
85,021,453,326; value of products, 89,056,764,996. 

















































































States 

Estimated 
Number of 
Children, 

5 to 18 years. 

Pupils. 

Whole Num 

ber of 

Teachers. 

AND 

Territories. 

Whole Number 
Enrolled. 

Average Daily 
Attendance. 

N. Atlantic Div. 





Maine . 

161,300 

134,140 

94,912 

*6,786 

N. Hampshire (a). 

86,700 

62,437 

42,030 

3,187 

Vermont. 

81,970 

65,411 

46,261 

2,951 

Massachusetts . 

582,400 

424,353 

321,685 

12,275 

Rhode Island. 

95,900 

59,241 

41,691 

1,702 

Connecticut . 

192,500 

141,485 

96,925 

*3,962 

New York. 

1,651,858 

1,176,074 

772,054 

33,820 

New Jersey. 

438,969 

280,330 

175,895 

5,620 

Pennsylvania . 

1,660,000 

1,120,441 

802,737 

26,764 

S. Atlantic Div. 





Delaware ( b ) . 

48,830 

33,174 

*22.693 

*840 

Maryland . 

339,200 

219,362 

123 227 

4,616 

Dis. of Columbia. 

69,440 

42,464 

32,153 

1,031 

Virginia . 

579,700 

362,133 

209,528 

8,417 

West Virginia. 

285,600 

215,665 

141,081 

6,454 

North Carolina. 

623,400 

370,920 

231,725 

7,885 

South Carolina. 

466,400 

232,337 

170,201 

4,447 

Georgia. 

715,300 

423,786 

254,142 

8,921 

Florida . 

159,800 

100,373 

66,135 

2,508 

S. Central Div. 



Kentucky . 

652,800 

400,126 

286,861 

10,209 

Tennessee (c). 

635,400 

478,125 

338,330 

8,913 

Alabama. 

610,300 

319,526 

*204,000 

7,181 

Mississippi (c). 

522,500 

3.50,615 

202,683 

7,&55 

Louisiana . 

420,100 

164,317 

115,316 

3,537 

Texas . 

1,046,000 

616,568 

440,249 

13,217 

Arkansas. 

453,400 

296,575 

171,948 

6,673 

Oklahoma . 

82,750 

63,686 

35,597 

1,733 

Indian Territory. 







N. Central Div. 





Ohio . 

1,094,000 

820,562 

597,925 

25,180 

Indiana . 

676,100 

543,665 

401,702 

14,884 

Illinois . 

1,274,000 

898,619 

681,525 

25,416 

Michigan (c) . 

622,400 

476,684 

*324,622 

16,013 

Wisconsin . 

613,800 

412,514 

*271,000 

12.334 

Minnesota . 

474,700 

354,657 

230.596 

11,519 

Iowa . 

629,900 

543,052 

345,242 

28,121 

Missouri .. 

934,800 

664,947 

436,388 

14,844 

North Dakota . 

82,890 

57,088 

38,478 

3,027 

South Dakota (a). 

117,500 

88,026 

*54,500 

4,816 

Nebraska . 

334,500 

272,310 

174.837 

10,068 

Kansas. 

419,750 

378,339 

252,727 

11,700 

Western Division. 


Montana . 

37,890 

28,876 

19,443 

956 

Wyoming (a). 

21,270 

11,582 

*7,700 

62,410 

465 

Colorado . 

119,750 

94,686 

2,921 

New Mexico. 

49,730 

23,359 

15,937 

584 

Arizona . 

19,920 

12,889 

7,641 

324 

Utah . 

83,870 

66,710 

45,658 

1,185 

Nevada . 

9,080 

7,267 

5,312 

290 

Idaho . 

38,810 

32,560 

24,256 

727 

Washington . 

108,800 

90,113 

63,212 

3,245 

Oregon . 

102,100 

87,212 

61,721 

3,317 

California . 

337,300 

259,697 

184,124 

6,885 

N. Atlantic Div . 

4,951,597 

3.463,912 

2,394,190 

97,067 

S. Atlantic Div. . 

3,287,670 

2,000,214 

1,250,885 

45,119 

»S. Central Div. . 

4,423,250 

2,689,538 

1.794,984 

59,318 

N. Central Div . 

7,274,340 

5,510,463 

3,809,542 

177,922 

Western Div . 

928,520 

714,951 

497,414 

20,899 

United States. 

20,865,377 

14,379,078 

| 9,747,015 

400,325 


286 




























































































287 


512. The Field of The International Correspondence 
Schools. —These figures show very clearly the wide field open 
for The International Correspondence system of education. In 
regard of those for whose benefit it was originated, namely, the 
busy classes kept from schools and technical colleges by the 
urgent calls of their condition and occupations in life, it is a 
complete and most thorough system of industrial training and 
development. 

Our civilization called for it; our age demanded it. No 
time more fitting than the closing decade of the 19th century, 
no country more inviting than the United States of America, 
for the inauguration of the most thorough, far-reaching, and 
radical educational reform of the age—The International Cor¬ 
respondence system of education. 

513. The New Era. —We are entering upon an epoch as 
distinct as any of those which marked the past; it comes 
through the workshop, and work it will until it transforms 
and elevates the whole human family ; it comes to the masses 
and to the young, and as it transcends in humbleness, it will 
transcend in glory. 

514. The Stages of Civilization. —Slavery, with all its untold 
horrors ; next, brigandage ; and lastly, wholesale hanging, are 
stages of civilization belonging to the past; today a per¬ 
fidious charity is killing the poor in ten thousand bastiles, 
covering the land the world over. America, with the prac¬ 
tical wisdom and humanity peculiar to it, is ushering in a new 
era, by a revolution as thorough as it is quiet, by the union of 
the school and the workshop, which shall supersede poor- 
houses, jails, mad-houses, and like institutions, characteristic 
of a vanishing civilization. Only by educating the children of 
the republic through work and to work, by means of industrial 
education, such as that afforded by The International Corres¬ 
pondence system of instruction, can we hope to establish the 
divine law of labor. 

515. The Education of the Old Greeks. — There are peo¬ 
ple who still cry out for the education of ancient Greece. 
The ancient Greeks, small in numbers, have furnished the 
nations of the earth with ideals in certain forms of greatness, 


288 


unsurpassed—yea, unapproached. It was not the sky, it was 
not the race—for these still exist—but the great men have not 
come again since the education of that race has changed. Lay 
it not to the age, sky, or race; give us the education of the 
Greeks as it was in the best days of Greek civilization, and 
God, nature, and the race will give us Greeks again. We take 
issue with the absurd methods of the schoolmen, who think that 
we can model after the Greeks by turning the pages of musty 
grammars and lexicons. If we are to excel as the Greeks 
excelled, we must adopt the same training and spirit of educa¬ 
tion which secured their greatness, only improved by the 
experience of later ages. 

516. Excelling in Action.—While we protest against forcing 
Greek grammar upon a hundred thousand youths of the land 
for the sake of the one hundred who may make a successful 
study of the noble literature of that language, we insist, how¬ 
ever, upon the propriety, the possibility, and the necessity of 
giving every child in the land the same education that the 
Greeks gave their children. It matters little if we read Greek, 
especially as it is commonly read, or not. What we want is 
to excel in action as the Greeks did, and this the like train¬ 
ing alone can give. 

All branches of education were comprised by the Greeks 
under the terms gymnastics and music, wonderfully express¬ 
ing thereby, that, like these, they must all be practiced in 
such a manner as to produce strength and beauty of body and 
soul. 

517. A Perfect Life.—A perfect life is a work of art, and 
not attained by reading about it, but by acting, by living, by 
exercise and steady training, and in this we must model after 
the Greeks, if we are to equal them in beauty and harmony or 
rhythm of action. 

To prepare men for the exact discharge of the industrial 
duties of every-day life is the purpose of The International 
Correspondence Schools, and no system of ancient Greece or 
Rome, or of the cultured republics of medieval times, can fora 
moment come into comparison with this system of ours in 
respect of the widespread character of the blessings, through 


289 


its instrumentality, conferred on home, on country, and on 
humanity itself. It is the crowning glory of this century of 
human progress—the dulce deem et prsesidium of a dying cen¬ 
tury—forever to be remembered as the most glorious in the 
annals of a conquering and invincible civilization. 


MODERN EDUCATIONAL 
DEVELOPMENT. 


518. The Renaissance.— The history of modern education 
has for its field the period extending from the revival of 
learning in the 15th and 16th centuries, called the Renaissance, 
down to the times in which we ourselves are actors. But the 
Renaissance had its inciting causes and its favoring circum¬ 
stances in the times by which it was preceded; and a highly 
important cause, the preservation of the ancient Greek learn¬ 
ing, was due to events occurring several centuries earlier 
than the period of which we are to treat. Much, likewise, 
that is of quite vital interest to the highest understanding of 
modern education has its origin in the past, and often in a 
remote antiquity. Educational arrangements analogous to 
those now existing, educational ideas of perennial influence 
among educators, and means of education still used in 
schools, are an inheritance from ancient times, and link the 
present closely with a distant past. Hence, a brief survey of 
some significant facts in earlier history is an essential requi¬ 
site in our discussion of educational progress. 

519. The Eastern Nations.— First, let it be recalled that 
many of the Eastern nations, notably the Chinese, the Hin¬ 
dus, the Israelites, and the Egyptians, had devised educational 
institutions well adapted to the ideas that prevailed among 
them, and from these important elements of culture have 
descended to us. The Hindus are believed to have originated 
the decimal system of arithmetical notation which has been 

transmitted through Arabian channels. The important device 
10 



290 


of a phonic alphabet, long credited to the Phenicians, has 
recently been ascribed to the Egyptians; and the history of 
ancient Egyptian culture assumes a growing importance to 
modern education as investigation penetrates deeper into its 
dark places. 

520. The Schools of Greece and Rome. —The Athenians 
gave, in many important respects, an admirable intellectual 
training to their boys, and Athens and several of the Greek 
colonies, some centuries before the Christian era, had arrange¬ 
ments which, for the higher education of youth, are the proto¬ 
types of our modern university idea. In Pome, during the 
earlier emperors, there had grown up, privately, a series of 
schools presenting a striking analogy to some modern systems. 

The developing method of Socrates, and the illustrative 
method of Christ, are models after which the teachers of today 
might well pattern ; and educational ideas, first expressed by 
. Plato and Aristotle, by Seneca and Quintilian, and by the 
Greco-Roman Plutarch, are still current on the lips of edu¬ 
cators, often with little thought of their ancient origin. 

None will need be reminded that Greece and Rome had, 
before the Christian era, developed an art and a literature, 
which were the immediate sources of inspiration to the Renais¬ 
sance, were long the predominant means of culture in the 
schools of the modern period, and still hold, deservedly, a 
high place in most institutions for higher education. After 
Grecian literature and philosophy had ceased to be productive, 
a science of grammar was originated from the anatomical 
study of language, attaining a good degree of completeness 
even in the first century of the Christian era. Aristotle gave 
to deductive logic the form which it has retained until the 
present century. Rhetoric, in the hands of Quintilian, took the 
form of a singularly complete science, and Euclid wrought his 
own work and that of his predecessors into a treatise on 
geometry, never wholly superseded. 

521. Our Debt to the Ancient World.—In all these subjects 
of school instruction the modern period is deeply indebted to 
the ancient world. In mathematics, however, aside from geom¬ 
etry, and in the sciences of nature, it owes comparatively little 


291 


to the ancients ; although treatises on geography, astronomy, 
and natural history, for many centuries authoritative, were 
written by men like Strabo, Ptolemy, Aristotle, and Pliny. 

522. The Middle Ages. —To the downfall of the Roman 
empire succeeded, in western Europe, six centuries of social 
confusion, lawless violence, and consequent dense ignorance. 
Learning had little encouragement, save among the clergy, 
many of whom were, however, grossly ignorant; books, which 
could be multiplied only by the slow process of copying on 
expensive materials, were scarce and enormously dear; the 
Latin language, in which books were written, became progress¬ 
ively unintelligible to the various nationalities which slowly 
segregated themselves from the seething mass of barbarian 
invaders ; and during this period of darkness culture found 
its chief refuge in the monasteries. 

During this deplorable period, however, learning, was not left 
wholly without witnesses ; otherwise our present condition 
would, very probably, be much less favorable than it is. In the 
Eastern Empire, and among the followers of Mohammed, learn¬ 
ing flourished, while Christian Europe was sunk in ignorance. 
Both drew their inspiration from the old Greek culture, the 
former directly, the latter through translation. 

523. Mohammedan Learning. —The Moslem learning, 
which sprang into prominence early in the 8th century, spread 
rapidly through northern Africa and penetrated into Spain, 
where a brilliant Moslem empire existed until the 15th century. 
The arts and industries flourished ; a rich imaginative litera¬ 
ture took on such proportions that the library of one of the' 
caliphs is said to have had 400,000 volumes ; schools abounded, 
and the elements of knowledge reached every household; 
universities were founded, of such note that in the 10th and 
the 11th centuries ambitious youths from Italy and Gaul 
resorted thither, undeterred by the tales of necromancy and 
devil’s lore, which ignorant Europe believed of the arts culti¬ 
vated by Moslem Spain ; and influences thence derived not 
only helped stimulate the growth of universities in Europe in 
the 12th century, but also impressed themselves, in some 
degree, on the form of the instruction there given. 


292 


524. The Byzantine Greeks. —The Byzantine Greeks, whose 
literary center was Constantinople, were the inheritors of 
ancient Greek culture. This culture suffered an eclipse during 
the 7th and 8th centuries, in consequence of fierce dynastic 
and theological struggles; but in the 9th century it was revived 
anew, and for more than six centuries, displayed, under the 
fostering care of the emperors, that kind of vigor which 
consists rather in marking time than in advancing. In other 
words, the Byzantines showed no capacity for original produc¬ 
tion ; but they industriously collected the precious monuments 
of their ancestral philosophy and literature, multiplied them 
by transcription, and finally, in the 14th and 15th cen¬ 
turies, furnished them, unchanged, to Italy, where they 
became the inspiring cause of the Benaissance, and of the 
beginnings of modern education. Sir Walter Scott, in his 
“Count Robert of Paris,” gives, it may be said, a lively 
picture of the splendors of Constantinople, and of its literary 
dilettanteism at the time of the crusades. 

525. The Medieval Universities. —The medieval universi¬ 
ties of Europe, some knowledge of which is essential to under¬ 
stand modern educational progress, were the unique product of 
an intellectual uprising which began near the close of the 
11th century, and which had several causal antecedents. The 
earliest of these splendid foundations, creditable to the age 
and to the nation which witnessed their appearance—those of 
Bologna, Paris, and Oxford—sprang from obscure beginnings, 
so obscure, indeed, that it is impossible to assign any exact 
date to their origin ; they were not founded, but grew out of 
the intellectual wants of the times. Those founded later by 
popes and princes, including all the earlier universities of 
Germany, generally modeled themselves on the University of 
Paris, which was considered the “mother of universities.” We 
have no present need to consider the structure and the' privi¬ 
leges of these venerable republics of letters. What alone con¬ 
cerns us is their studies and their methods of instruction. 

526. The Studies Pursued. —The studies of the universi¬ 
ties were usually classed as the sciences and the arts. At the 
head of the first stood theology, including the scholastic 


293 


philosophy, followed by jurisprudence and medicine. By the 
term arts, were intended the seven liberal arts of the Middle 
Ages, but chiefly the trivium, i. e., grammar, rhetoric, and logic, 
all three presented in their most formal and barren aspects, 
illustrated by passages from some of the classical Roman 
authors. The sciences were pursued in treatises, which, in 
medicine, had come from the Greeks or Moors ; in law, from 
the Romans or the papal decisions; and in theology and 
philosophy, from the earlier schoolmen. These were treated 
as authoritative ; they were studied, and might be illustrated, 
explained, and commented on, but not criticised or doubted. 

527. Method of Teaching. —In considering the methods 
of the universities it must be remembered that printing was 
not yet invented ; hence, books were very scarce and very 
dear. The method of teaching was, likewise, of course, 
oral. The professor read, i. e., dictated his author with his 
own comments and explanations, if he chose to make them, 
and the students copied verbatim. Hence, progress was 
necessarily slow. A more peculiar and characteristic feature 
of their method was the practice of disputation which, bor¬ 
rowed from the Moorish schools, and applied to the defini¬ 
tions and subtle distinctions of philosophy and theology, 
soon invaded every department of study in universities, 
and spread to whatever lower schools existed. It grew 
to be counted as of the very essence of teaching; students 
and teachers prided themselves on their ability to sustain, 
with equal ease, either side of any question, always within 
the limits of their authorities ; and these verbal duels were 
conducted with such heat, that the opposing sides were apt to 
come to blows, unless separated by barriers. This practice of 
disputation doubtless trained men to skill in reasoning, con¬ 
firmed their grasp of subjects, and made them acute and 
dexterous in subtle verbal distinctions, rather than profound ; 
but it must have tended powerfully to unsettle men’s convic¬ 
tions that there can be any absolute truth, since all might be 
explained and refined away. 

In these methods and studies, both schools and universities 
were confirmed and fixed by four centuries of undisputed use. 
Entrenched thus in unalterable prepossessions, they naturally 


294 


became the most formidable opponents of the Renaissance, and 
were long the most serious obstacles to the spread of the 
“New Learning.” 

528. The Forerunners of the Renaissance. —Guizot, in his 

“History of Civilization in Europe,” in defining the causes 
which produced the rapid advances in European civilization 
during the centuries succeeding the fifteenth, has, perhaps, 
clearly stated the immediate precursors of the educational 
Renaissance. There were (1) the strengthening of the powers 
of the central governments in all European states, thus assuring 
a greater measure of order and legal security for persons and 
property ; (2) the vain attempts at ecclesiastical reform 

through church councils, and the equally abortive efforts for 
popular religious reform, which, through the suppression of 
outward signs of discontent consequent on their failure, pos¬ 
sibly made more violent the outbreak that ensued; (3) the 
use, in the official intercourse among nations, of the arts 
of diplomacy, now come into vogue, and which, by 
demanding a knowledge of other nationalities as to their 
history, their resources, and their modes of living and think¬ 
ing, prompted men to a kind of culture heretofore unknown, 
and thus became a powerful means of enlightenment; (4) the 
important inventions which came into active use in the 15th 
century, of which the most interesting to us is the art of 
printing ; and (5) the revival of interest in the study of the 
Greek classics, which, beginning in Italy, spread thence to 
other European countries, recalling the minds of men to a 
communion with the past intellectual achievements of their 
race, and inciting them to a freedom of thought and an activity 
of personal investigation fraught with the most vital conse¬ 
quences to the future of learning. 

529. Ecclesiastical Reform.—The first two of these facts 
are of interest to the student of educational history, chiefly 
because they afforded conditions favorable to the spread of 
learning—the first because it assured a degree of social order 
without which learning must languish, and the second because 
religious unrest tended to free men’s minds from the bonds of 
mere authority, by which all real progress in science had 


21)5 


hitherto been prevented. The needs created by the growth of 
diplomacy have an interest of a different kind, since thus was 
promoted a cultivation of branches hitherto greatly neglected, 
prominent among which were history, geography, and inter¬ 
national ethics. 

530. The Invention of Printing.—It would be difficult for 
us to conceive how great a change in the fortunes of education 
was wrought by the invention of printing, and by the intro¬ 
duction of linen paper into common use, which occurred at 
nearly the same time. Not only had transcription been here¬ 
tofore slow, but costly, both causes preventing a rapid multi¬ 
plication of books. Henceforth, all this was changed ; and 
ready access to books affected education in all classes of 
schools, in many ways. It made necessary a radical change in 
the method of teaching, since dictation was no longer neces¬ 
sary ; it released the students from copying, changed their use 
of memory to an exercise of understanding, and greatly les¬ 
sened the time needed for acquiring knowledge ; it demanded 
from professors more originality of work, since, through print, 
their thoughts might readily be compared with those of 
others ; finally, it rendered the clientele of universities more 
largely local by making it unnecessary for students to travel to 
hear the words of some famous professor. 

531. The Advancement of Learning. —How rapidly the 
new invention came into use, is shown by the fact, vouched 
for by Mr. Green, that, by the beginning of the lGth century, 
10,000 editions of books and pamphlets had been issued, inclu¬ 
ding the chief Latin authors, and that in the two succeeding 
decades all the notable Greek authors had also been printed. 
It needs but a brief consideration to see the bearing of this 
fact upon the multiplication of readers, and the great stimulus 
it must have given to education and to efforts to remove all 
needless hindrances from the path of knowledge by the 
improvement of methods of instruction. 

But while the invention of printing in many ways removed 
a tremendous hindrance to the advancement of learning, there 
can be no doubt that the last fact, stated by Guizot, was the 
immediate cause of the remarkable intellectual movement 


296 


which ushered in the Renaissance and the dawn of modern 
education. The renewal of acquaintance with the ancient 
masterpieces of literary art first gave to the new invention a 
worthy employment, while it stirred the souls of men by 
nobler objects than mere scholastic rubbish. 

532. Petrarch, Boccaccio, and Dante.—The Eastern Empire 
played, during the Middle Ages, the humble but useful part of 
a conservator of the old Greek language and literature, and 
became a kind of enchanted castle in which great authors slept 
for long centuries, awaiting the touch of some magician’s wand 
to summon them to renewed life, activity, and influence. The 
time for awakening came about the middle of the 14th cen¬ 
tury ; and it was permitted to Petrarch and Boccaccio first to 
reverse the wand, and to read backwards the enthralling spell. 

A learned, but dirty, hideous, and, withal, fickle Greek 
scholar, Leo Pilatus by name, taught Greek to Boccaccio and 
read Homer with him, thus inspiring him with a love for 
Greek literature. Some years earlier, another Greek scholar 
had undertaken the same office for Petrarch, but his sudden 
death had brought his lessons to an untimely end, so that 
later, in thanking a friend for a copy of Homer as an invalu¬ 
able present, Petrarch said bitterly, “But alas! what shall 1 
do now? To me Homer is dumb, or rather 1 am deaf for him.” 
But though shut out from enjoying the great Greek authors, 
Petrarch realized their value; and moreover, in his own 
field of learning, did a great service in bringing to renewed 
notice the forgotten works of the great Romans. In this last 
work, Dante likewise gave efficient aid. Thus this triad of 
famous Italians gave the first impulse to a better, more polished, 
higher, and more refining learning. 

533. Manuel Chrysoloras.— The enduring enthusiasm for 
Greek literature which made Italy the mother land of the 
Renaissance, dates, however, from the coming into Italy of 
Manuel Chrysoloras, a noble and learned Greek statesman, 
also versed in Latin. He lectured in Greek literature, at first 
in Florence, and then in Pavia, Venice, and Rome, arousing 
everywhere the deepest interest. He was followed later by 
many Greek emigrants who sought refuge in Italy from the 


297 


terror of the conquering Turks, bringing with them valuable 
manuscripts, spreading “the sense but not the spirit of the 
Greek classics.” 

A taste for the collection of Greek manuscripts now sprang 
up, and the search for them was prosecuted with ardor, not only 
by scholars, but also, and at great expense, by the Medici and 
by some of the popes. The enthusiasm for Greek literature 
centered especially in Florence, which became, for Europe, 
a seminary for Greek and Latin learning, whence it spread to 
other countries, Greek being introduced at Oxford, near the 
close of the 15th century, by Linacer and Groceyne. 

534. Nature of the Intellectual Life. —During the 15th 
century, however, despite the growing enthusiasm, the sole 
work was merely preparative, to collect the new-found 
treasures, to comment on them, to imitate them, in short, to 
pave the way for really productive effort by thorougly imbibing 
the antique spirit. A picture, not more vivid than truthful, 
of the nature and direction of the intellectual life which 
animated Florence in this century, may be found in George 
Eliot’s “ Romola.” It was a time of passage from the old to 
the new, lingering still in the old by its lack of intellectual 
freedom and initiative, yet looking forward ardently to the 
new era, for which it was making needful preparation. 

The live facts that have been presented, together with their 
implications, may be regarded as the forerunners of that 
extraordinary intellectual revolution called the Renaissance, 
and which may, approximately, be dated from the beginning 
of the 16th century. These were either its inciting causes, or 
afforded to it favorable conditions ; while the existence, the 
favorite studies, and the methods of the older schools and uni¬ 
versities reveal to us its most formidable future obstacles. 
With these facts clearly apprehended, we have gained the 
standpoint necessary for the consideration of the course and 
fortunes of modern education. 

535. “Heirs of All the Ages.” —Great men, of many dif¬ 
ferent creeds and of various races, have, in the course of the 
last four centuries, arisen to lead humanity into paths of light 
and progress. Their labors in dispelling ignorance and 


298 


inducing enlightenment have paved the way for the latest, 
and, in many respects, the greatest of educational reforms, 
that now being inaugurated throughout the civilized world 
by The International Correspondence Schools, of Scranton, Pa. 

This mighty movement of educational reform could not have 
been set on foot at an earlier period of the world’s history 
with any hope of success. The closing decade of the 19th 
century called for this grand scheme of human enlightenment, 
and the generation we live in, will be forever remembered 
and blessed for its inauguration. 

Let us now, step by step, trace the progress of modern edu¬ 
cational advancement till we reach its culmination in The 
International Correspondence Schools. Satisfactory is it to 
note, that men of diverse religious views and racial origins, 
have contributed to the guidance of humanity out of darkness 
into light. 

536. Martin Luther ( 1483 - 1546 ).—Luther is so well known 
as to need no personal introduction. The force of his testi¬ 
mony as to the inefficiency of studies in causing waste of time, 
and his appeals for universal and compulsory education are 
readily recalled. He expresses his opinion of the merit of the 
existing schools with his usual frankness, in terming them 
“these tables of two-footed asses, and these diabolic schools” 
which he would wish razed to the ground, or by a pious 
metamorphosis, transformed into Christian schools. The 
masters he depicts as men who, themselves ignorant, were 
unable to teach others either truth or piety ; much more 
incapable of instructing themselves or others in life and in the 
principles of reason. He asks, “ Whence, then, comes this 
evil? From this—that they bad for books only those of 
ignorant monks and barbarous sophists. They were therefore 
forced to become what the books were whence they had 
learned, that is, perfect ignoramuses. A daw does not hatch a 
dove, nor does a dullard train a prudent man.” It is thus 
seen that he was perfectly frank in denouncing the lack of con¬ 
formity to culture. 

537. Luther’s Curriculum.—Let us see by what means 
Luther proposed to remedy the evils that he exposed. These 
were, first, the classic languages and some other studies which he 


299 


shall presently name himself; and second, great libraries in 
centers of population. 

As to the first, he says that the first thing we have to do 
is to cultivate the languages, Latin, Greek, and Hebrew ; “ for 
the tongues are the sheaths which contain the spirit, the vases 
which hold religious verities” ; and again, in another place, 
“ If I had children, and the means to rear them (this was 
said before his marriage with Catharine von Bora), I should 
wish them to learn, not only languages and history, but also 
music and mathematics.” In this we see that Luther would 
make an important addition to the studies to which that age 
predominately turned, since he would add mathematics, his¬ 
tory, and music to their curricula. Still farther, in his letters 
and sermons, he lays the strongest emphasis on religion 
as a subject of youthful study, and shows himself friendly to 
physical education through a training that may fit boys for 
military duties. Hence his curriculum of school studies will 
come to include religion, the learned languages, history, 
mathematics, singing, and physical training. 

538. Duty of Parents Toward Their Children. —In one of 

his sermons he also presses parents not to be easily satisfied 
with a small advancement of their children. “Let thy son 
study boldly,” he says, “even though he should sometimes 
want bread; so wilt thou give to our Lord God a fine bit of 
wood out of which He may carve a master. And think not 
within thyself that now the common love of bread and butter 
so greatly despises the professions, and so say—‘ Ha, if my 
son can read and write German, and can reckon, he knows 
quite enough, I will make him a tradesman.’ They shall soon 
become so eager that they will willingly dig a learned man out 
of the earth with their fingers, if he lay ten ells deep.” 

539. Dialectics and Rhetoric. —We should not think, how¬ 
ever, that Luther pushes his dislike to the old scholastic ways 
so far as to despise dialectics and rhetoric. On the contrary, 
he values them both truly, for what they are really fit. He 
says in his table talks, “ Dialectics is a useful and needful art, 
which one should study and learn rightly, as he would 
arithmetic and reckoning. Dialectics reasons, but gives not 


300 


the ability to him who has already learned it, to reason about 
everything ; it is an implement and tool, by whose use we 
can reason elegantly, correctly, and systematically, about 
what we know and understand.' 1 ' So, also, of rhetoric, he says : 
“Fine speaking is not a strained and high-colored gloss of 
words, but is rather an elegantly adorned speech, which pre¬ 
sents a matter or a subject with charming skill, clearly and 
nobly, like a beautiful painting.” Both these arts are, it will 
be seen, treated fairly and with just discrimination, as would 
appear even more plainly could we carry quotation farther. 

540. The Founding of Libraries.—Besides the studies which 
we have considered, Luther would extend farther the means of 
culture by the establishment, in all cities, of extensive libraries, 
in which he says, “The first place should be for annals, 
chronicles, and histories of all kinds which perpetuate the 
remembrance of past times. For these are wonderfully useful 
for learning and regulating the course of the world, yea, even 
to behold the wonders and works of God.” We choose this 
passage from his wise advice as to the contents of such libraries, 
because it shows that his mention of history, among the sub¬ 
jects he would have taught to children, was one of his 
settled convictions in regard to school subjects, at a time when 
history was still little thought of. His list of books that should 
be excluded is at least amusing, as showing his disgust for 
scholastic theology. 

541. School Discipline.—In regard to home and school 
discipline he speaks much and wisely, recommending a gentle 
firmness which should assure obedience, yet win love. The life 
of the school should be social, as opposed to monastic restric¬ 
tions and severity. He recommends also that languages should, 
so far as possible, be learned concretely, rather than by abstract 
grammar rules, as heretofore. Hence we may see that Luther 
enters little upon conformity to nature. His effort, aside from 
religion, was for conformity to culture. 

542. Erasmus ( 1467 - 1536 ). —Erasmus, the most famous 
scholar of the sixteenth century, was born out of wedlock, at 
Rotterdam, probably in 1467, and at the age of twelve was 
sent to Deventer, where, under the learned Hegius, he studied 


301 


the Latin classics with such ardor as to commit to memory 
Virgil, Horace, and Terence, besides learning a little Greek. 
Both his parents dying when he was not yet fourteen, he was 
left in the hands of guardians who desired to make him a 
monk, that they might share his small patrimony. The boy 
made a stout resistance, but finally took the vows, lured by 
the prospect of a chance for quiet study, for which he had a 
strong taste. Later, he was ordained to the priesthood, but 
led a somewhat wandering life, visiting many cities where the 
rising fame of his great learning won him many friends. 

He mastered Greek by his own unaided efforts, for which 
language he had so eager a desire that he said : “When I get 
money, I will first buy Greek books, and then clothing.” He 
became especially famous for his pure and elegant Latin ; for 
his keen critical acumen and literary taste ; for his sharp and 
witty criticisms, both of scholasticism and of those who imi¬ 
tated Cicero in form but not in substance; and for his bitter 
hatred of the monks, whose cheated victim he had been, whose 
life he had for five years shared, and from whose vows he had 
been freed by the pope. 

543. His Genius.—He prepared a fine edition of the New 
Testament, which is said to have been an influential factor in 
the Reformation ; yet he had little sympathy with Luther, 
refused his support to the Reformation, and acknowledged that 
he had no taste for martyrdom. He prepared the materials for 
improving classic scholarship, by good editions of authors, by 
simplified grammars, by translations of Greek authors into 
Latin, that they might be made more generally accessible, and 
by his collection of 4,200 adages, with their exemplification, 
exposition, and illustration. He was also author of other 
works, of which his “Colloquies” are the most famous. 

544. His Position in the World of Letters. —He gained 
the reputation of being the most profound scholar and the 
keenest satirical genius of his time, and at the outbreak of the 
religious reformation, his position in the world of letters was 
truly imperial. He was sought after by many universities ; 
literary aspirants laid their productions at his feet, as the 
supreme arbiter of disputations ; and his word was the law of 


I 


302 


all humanists. But he was a man of peace, and believed that 
the reforms which he desired in letters and religion could be 
peacefully brought about within the ancient church. Hence 
he was little fitted for the troubled times in which his last 
years were passed. His influence declined, and he sank into 
comparative neglect, which was little to his taste. He died at 
Basel, in 1536, a man who had long been without a country, 
and who declared, indeed, that “Those initiated to the 
worship of the Muses have all the same fatherland.” 

545. His Conflict With Scholasticism. —While Erasmus 
labored effectively for both branches of that educational 
reform which his age needed, his services in promoting con¬ 
formity to culture were peculiarly great. From his reputation 
for vast learning, for his mastery of all the resources of language 
and style, from his critical skill and his command of argu¬ 
mentative sarcasm, he was specially equipped to enter effect¬ 
ively into the twofold contest now to be waged. On the one 
hand he fought against the scholasticism entrenched in many 
of the universities and secondary schools, which he strove to 
overthrow, not only by revealing its absurdities, but also, with 
the true spirit of constructive criticism, by substituting the 
polite literature of antiquity and instruction, in place of the 
bald epitomes, and barbarous and tasteless crudities, which 
were all that scholasticism had to offer. On the other hand, 
he contended against the empty imitations of the hypercritical 
Ciceronians, who had mistaken the form of antiquity for its 
essential spirit and who compassed heaven and earth to collect 
and use the very words and forms of expression of Cicero, for¬ 
getting that Cicero had used language as a vehicle for the ideas 
which were current in his time, and which, therefore, differed 
in many essential respects from those of interest to men living 
nearly sixteen centuries later. 

Into this double crusade he entered as a kind of free lance, 
with all the energy of his peculiar character; and, by his 
witty polemic, by critical editions of authors, by his transla¬ 
tion of Greek works into the better-understood Latin, and by 
his simplification of grammars and lexicons, he did more than 
any other man of his age to promote the triumph of the classic 
revival. 


546. Freedom of Thought. —It is to be observed that, his 
preoccupation is wholly with literature, with grammar as an 
implement, and with exposition of Greek and Latin literature 
as the best available means of intellectual culture. He would 
have thus mastered by the memory, indeed; but he differs 
vdally from the spirit that he criticizes, in the emphasis which 
he lays on the necessity of freedom of thought and of deep 
meditation by the pupil on what he learns, and on the need of 
training youth to early self-direction and self-activity. 

547. The Breadth of His Educational Views. —He not 
only desired that the avenues to the things then most worthy 
of being known should be laid open ; but, unlike some of his 
contemporaries, he would open them freely to the greatest 
number possible, to women as well as to men. To this end 
were intended his Greek translations and his collection of 
illustrated adages, as well as his already-quoted desire that the 
Scriptures should be made accessible to all in their vernacular 
speech. He vigorously denounces the thoughtlessness of par¬ 
ents who neglect the education of their children, while laboring 
diligently to win fortune for them. “ What profit,” he exclaims, 
“or what honor will so much wealth bring to them, if they do 
not know how to use it! If he for whom you amassed this 
fortune has been well trained, this is an instrument which you 
furnish for his virtures ; but if his spirit is untutored and 
gross, what have you done but to furnish him means to do ill 
and to be criminal ? ” 

548. Christianity and Letters. —Finally, Erasmus did an 
important service for promoting the triumph of the best means 
of culture over ancient prejudice, by reconciling profane letters 
with a genuine spirit of Christianity, its humanitarian spirit. 
In that age, even more than in most ages in which knowledge 
and science are making rapid advances, it was needful to over¬ 
come the scruples of a great number of timid souls who feared 
what might be the results of any innovation in the means of 
culture, on the Christian faith. Such men are met with in all 
periods, men who seem to fear that truth, and especially 
Christian truth, is of such fragile materials as to be unable to 
endure the contact of new ideas. They were especially numerous 


304 


in the 16th century ; and by silencing and dispelling their 
fears, through the demonstration that what is really vital in 
Christianity has nothing to fear from any good literature or 
useful science, Erasmus did much to aid the success of the 
New Learning, and “to render fruitful that meeting of the 
antique and the Christian spirit from which sprang our modem 
civilization. ” 

Let us now see what Erasmus proposes, to improve the 
methods of education and to bring them into a closer con¬ 
formity with nature. 

549. The Education of the Child.—He urges strongly, like 
Quintilian, the judicious utilization of childhood, when memory 
is most plastic and impressions most indelible, and when the 
child may learn most readily the germs of many things which 
are highly useful in mature life. Thus, he thinks, those more 
mature years may be economized, while the child may be 
guarded from vices into which his innate activity, if not wisely 
directed, might lead him. Hence he combats as false the idea 
that children should do no study until they are seven years 
of age ; yet care should be taken, he thinks, that they be not 
overtasked, and that whatever they learn should be so kindly 
presented as to be a pleasure. He would have especial care 
given, during these early years, to morals and manners , and to 
acquiring a pure and choice use of language, to the lack of 
which he rightly attributes many later defects in judgment 
and in ability to acquire the sciences. Now, putting aside the 
idea of study which Erasmus evidently desires to impress, all 
this is applicable to Kindergarten efforts, and clearly expresses 
much of their substance and spirit. 

550. Gradation of Studies.—Again, he insists that all the 
efforts demanded of children should be carefully graduated 
and adapted to their powers ; and that they should be made, 
as far as possible, attractive, yet without neglecting the 
essential difference of work and play. See how he presents 
this idea: “In like manner as the body, in early years, 
is nourished by small portions given at intervals, so the 
mind of the child should be nourished with knowledge 
adapted to his weakness, and presented, little by little, in an 


305 


attractive manner. Thus he prepares himself for more serious 
tasks, while being sensible of no fatigue ; for the con¬ 
tinued and kindly presented effort, while costing much less, 
assures progress, and gives, finally, the same results. But 
there are people who wish that children become men in a day ; 
they take no account of age, and measure the strength of those 
tender minds by their own. From the first, they press them 
with rigor, expect everything from them, frown if the child 
does not answer their expectations, and are as excited as if 
they had to do with men, forgetting, doubtless, that they were 
once children themselves.” To such unreasonable teachers he 
addresses the admonition of Pliny—“ Remember that this is a 
child, and that thou once wast one.” Here we have clearly 
and forcibly expressed the idea which has occupied a large 
share of the attention of wise schoolmen in our own times, the 
due gradation of studies and their adaptation to the capabili¬ 
ties of the growing mind. 

551. Discipline. —The protest of Erasmus against the brutal¬ 
ity of discipline, then everywhere prevalent, as defeating its 
own ends, merits the most laudatory mention. 

552. The Objective Method. —Let us, finally, observe what 
he proposes in order to render the acquisition of knowledge easy 
and agreeable. It will be noted here that he advises objective 
methods for teaching the art of reading, which he com¬ 
plains that teachers take three or more years in doing. The 
expedient of using letters cut from ivory was doubtless sug¬ 
gested by Quintilian ; but to this he adds others which appeal 
to well known inclinations of childhood, such as making 
letters from dainties, and permitting the child who names 
them rightly, to eat them, or, giving a prize to the one who is 
most successful in shooting the letters with arrows, and naming 
them rightly when hit. It is significant, also, that in critici¬ 
zing some current method of teaching the alphabet, he objects 
to it on the ground that it is an attempt to teach the unknown by 
that which is still less known. 

553. System in Teaching.— His chief interest is turned, as 
has been said, to the study of languages ; but in this, 
while agreeing “that the elements of grammar are, at the 


30b 


outset, very dry, and more necessary than agreeable,” he 
suggests that the skill of the teacher should here spare the 
child a good part of the repulsive labor, especially by limiting 
acquisition to what is simplest and most needful ; and he 
derides the needless complications and difficulties with which 
the brain of the child is puzzled, by having subjects presented 
prematurely, or in bad form, or of a wholly useless character. 
Declaring that the study of thinc/s is more profitable than words, 
he gives someplace to history, geography, and natural history, 
but only as auxiliaries to literature, that it may be the better 
understood. He also proposes for pupils, exercises in com¬ 
position based on subjects borrowed from real life, and 
from the child’s own experience ; and though some of the 
subjects named by his biographer, Feugere, argue a curious 
idea of the experience of children, the idea is none the less 
good, because of imperfect execution. 

Finally, he proposes to make the mastery of Greek and 
Latin literature easier and more agreeable, by arranging the 
authors, both poetic and prose, in the order of the relative 
difficulty which they are likely to present to learners. His 
arrangement does not entirely agree with modern practice, 
but this consummate scholar had certainly earned the right to 
have an opinion in a matter of this kind, and his attempt was 
certainly a noteworthy one in an age when such questions as 
proportioning the difficulties of subjects to the capacity and 
stage of advancement of pupils, had not yet been counted 
worthy of the attention of scholars. 

554. Roger Ascham ( 1516 - 1568 ).—Roger Ascham, who was 
tutor to several distinguished persons, including Queen Eliz¬ 
abeth, deserves a brief mention in this place, if for no other 
reason, at least for this, that he is much the best known 
English teacher of this century, and that he has embodied his 
practice and his opinions in a work entitled “The School¬ 
master” which has become an English classic. This book is 
chiefly occupied with a presentation of the author’s method of 
teaching Latin, with frequent charming digressions on impor¬ 
tant pedagogic topics. His method with Latin was by double 
translation of Latin authors, accompanied by careful compar¬ 
ison of retranslations with the originals, and by frequent 


307 


repetition, to assure thoroughness. Like Sturm, he would set, 
as exercises for the pupil, translations from unfamiliar Latin 
works, to be translated back into Latin, and then compared 
and corrected by the original. He would have the teaching of 
grammar limited to the essentials , and would have these learned 
only by their use ; for he believed that grammar forms and 
rules are “sooner and surer learned by examples of good 
authors than by the naked rules of grammarians.” Through 
recent republication, this interesting work is now placed within 
easy reach of all who care for educational literature. 

555. John Milton ( 1608 - 1674 ).— If the 16th century justly 
claims weighty contributions to pedagogical literature, England 
may, in the 17tli century, point with pride, not merely to 
the powerful, though indirect, influence on education of Sir 
Francis Bacon, but also to noteworthy thoughts on education 
from her greatest poet, Milton, and from one of her most 
renowned philosophers, Locke. 

556. Milton, the Schoolmaster.- John Milton, best known 
for the past two centuries as a great poet, was chiefly dis¬ 
tinguished in his own time for the vastness, variety, and 
elegance of his scholarship, for his vigor and ferocity in politico- 
theological controversy, and for the austerity of his republican 
principles. He is interesting to us here only as a skilful and 
successful schoolmaster, and as the author of a brief but 
significant treatise on education. The story of his life belongs 
to literary history, and has been told by l)r. Johnson in his 
“Lives of the Poets,” with that bitterness of personal prej¬ 
udice from which that remarkable man could never wholly 
abstain when occasion offered, and for which, to this stanch 
royalist and high churchman, the career of Milton presented 
abundant opportunity. Hence, Johnson cannot refrain from 
“some degree of merriment” on the poet’s career as a master 
of a boys’ boarding school, which, however, with an air of 
magnanimity, he conceded that “ no wise man will consider as 
in itself disgraceful”; yet he contrasts, satirically, his ardor 
in hastening home from his travels when he heard that Eng¬ 
land was on the verge of a civil war, with the peaceful and 
humble employment in which he at once engaged. It is not 


308 


wholly impossible that the poet who penned, in one of his son¬ 
nets, the noble line 

“ He also serves who only stands and waits,” 

may have seen that the most effective way in which he could 
serve his native land in her trouble was by aiding to train her 
youth for a better destiny. 

557. Dr. Johnson’s Sarcasm. —Johnson writes : “It is said 
that in the art of education he performed wonders, and a 
formidable list is given of the authors, Greek and Latin, that 
were read in his school by youths between ten and fifteen or 
sixteen.” Johnson, however, expresses his incredulity in these 
words: “Those who tell or receive these stories should con¬ 
sider that nobody can be taught faster than he can learn. The 
speed of the horseman is limited by the power of the horse. 
Every man that has ever undertaken to instruct others can tell 
what slow advances he has been able to make, and how much 
patience it requires to recall vagrant inattention, to stimulate 
sluggish indifference, and to rectify absurd misapprehension.” 
The worthy doctor here speaks, doubtless, from a bitter recol¬ 
lection of his own unhappy experience as a schoolmaster. 

558. Milton’s Essay on Education. —It was during the year 
that he devoted to teaching, and at the age of thirty-six, that 
he wrote the little essay on education with which this sketch 
has to deal. At a later period of his life, after he had held 
considerable public employments, and while engaged in wri¬ 
ting “Paradise Lost,” he showed his passion for his former 
vocation by writing an elementary Latin method, descending, 
as Johnson pompously says, “from his elevation to rescue 
children from the perplexities of grammatical confusion and 
the trouble of lessons unnecessarily repeated.” 

559. The Aim of Education.—In his tractate on educa¬ 
tion, in the form of a letter to Samuel Hartlib, a learned 
Polish-Prussian merchant then residing in England, and a 
friend of Comenius, the great poet declares that he has thought 
much and long on a reform of education as a matter of quite 
vital moment. In his view, the aim of education is “to regain 
to know God aright. But because our understanding cannot, 


309 


in this body, found itself but upon sensible things , nor arrive so 
clearly to the knowledge of God and things invisible, as by 
orderly conning on the visible and inferior creature, the same 
method is necessarily to be followed in all discreet teaching.” 

560. The Knowledge of Sensible Things. —This sentence 
condenses in itself a whole chapter of pedagogic psychology ; 
and both in this and the entire spirit of his treatise, Milton 
shows himself in entire accord with the fundamental ideas of 
Montaigne and Comenius, alluding, indeed, to the “ Didactica,” 
and the “ Janua,” as books with which he is acquainted. Like 
them he emphasizes the need of basing the work of education on 
knowledge of sensible things, and insists upon exact and orderly 
observation of external things as ’‘the method necessarily to 
be followed in all discreet teaching.” Like them, he lays 
great stress on experience and on the immediate application of 
what has been learned. His ideas, too, like theirs, as to the 
subject matter of education, are what many, in these days, are 
apt to stigmatize as utilitarian, as though things useful to be 
known, should, on that account, be regarded with suspicion as 
pabulum for the youthful intelligence. He differs widely from 
them in some points ; and wherein they differ, his scheme is 
doubtless less practicable than that of Comenius; or, as he 
says himself, “ I believe that this is not a bow for every man 
to shoot with, that counts himself a teacher, but will require 
sinews almost equal to those which Homer gave Ulysses.” 
Yet all these illustrious men, amid their differences in plans 
for accomplishing their common objects, have still the same 
great objects in view, viz., so to reform education as to restore 
sense-activity and experience to their proper and fundamental 
place in instruction, to cultivate the understanding more while 
cramming memory less, and to confine the subjects of instruc¬ 
tion closely to those matters which will best fit the future man 
to perform well his duties as a citizen and a Christian. 

561. Milton’s Definition of Education. —Milton’s definition 
of education is justly famous for its force and elegance of 
expression: “I call, therefore, a complete and generous edu¬ 
cation, that which fits a man to perform justly, skilfully, and 
magnanimously all the offices, both private and public, of 


310 


peace and war.” As a prelude to this, he arraigns “ the usual 
method of teaching arts as an old error of the universities, not 
yet well recovered from the scholastic grossness of barbarous 
ages, that instead of beginning with arts most easy—and those 
be such as are most obvious to the sense—they present young 
novices, at their first coming, with the most intellective 
abstractions of logic and metaphysics,” so that “forthe most 
part they grow into hatred and contempt of learning.” 

To this perverted teaching Milton attributes the fact that, 
when young men, so bred, enter on life, some betake them¬ 
selves “to an ambitious and mercenary or ignorantly zealous 
divinity”; some are “allured to the trade of law” with no 
higher aim than “fat contentions and flowing fees”; others 
engage in “state affairs with souls so unprincipled in virtue 
and true generous breeding, that flattery and court shifts, and 
tyrannous aphorisms, appear to them the highest points of 
wisdom”; and still others are content to lead a life of mere 
luxury and sensuous enjoyment. The scheme of education, 
then, that he would arrange, was intended to rescue youth 
from careers so mean and inglorious, and to put them upon the 
attainment of the lofty ends that he proposes in his definition, 
by a way, laborious indeed, yet, withal, so alluring that he 
believes there would be more difficulty in driving from it the 
dullest and most indolent, “than we now have to hale and 
drag our choicest and hopefulest wits to that asinine feast of 
sow-thistles and brambles which is commonly set before them.” 

562. The Languages. —Milton concedes the necessity of 
learning languages, because the knowledge and experience of 
individual nations is incomplete, yet he insists that “ language 
is but the instrument conveying to 11 s things useful to be 
known.” Hence he blames the schools for wasting seven or 
eight years “in scraping together so much miserable Latin 
and Greek as might be learned easily and delightfully in one 
year.” This loss of time he attributes partly to too frequent 
vacations, but mostly to a “ preposterous exaction, forcing the 
empty wits of children to compose verses, themes, and orations 
which are the acts of ripest judgment and the final work of a 
head filled, by long reading and observing, with elegant maxims 
and copious invention.” The practice which he denounces as 


311 


preposterous has, however, proved very tenacious of life, con¬ 
tinuing far into the present century, and being by no means 
yet extinct in the native land of Milton. Having, therefore, 
no opinion of the value of the ancient languages as a mental 
gymnastic, he would have them learned by the most com¬ 
pendious means possible, with only the most essential parts of 
grammar, thoroughly practised in some good, short book, that 
they might quickly be used as a medium through which “to 
learn the substance of good things and arts in due order.” 

563 . Milton’s Curriculum.—Between the ages of twelve and 
twenty-one, Milton expects boys to master all good authors in 
Latin and Greek, together with Hebrew, for purposes of scrip¬ 
ture study, whereto, he thinks, “ it would be no impossibility 
to add the Chaldee and the Syrian dialect,” with the Italian, 
as he naively adds, at any odd hours. This, however, is 
language as a means only of conveying to the boys things useful 
to be known. Through these his boys are to master “the rules 
of arithmetic, and soon after, the elements of geometry even 
playing as the old manner was,” likewise geography and 
astronomy, the easy grounds of religion and scripture history, 
agriculture from classical authors, “that they may improve 
the tillage of their country,” natural history from the same 
sources, trigonometry with its applications in engineering and 
navigation, the elements of medicine, the essentials of rhetoric, 
logic, ethics, and poetry, and also politics, that they may 
“ know the beginning, end, and reasons of political societies.” 

After this the boy is to dive into grounds of law, from Moses 
and Lycurgus and Justinian “ down to the Saxon and common 
laws of England and the statutes.” “These,” he says, “are 
the studies wherein our noble and our gentle youth ought to 
bestow their time, in a disciplinary way, from twelve to one 
and twenty,”—at convenient times, for memory’s sake, review¬ 
ing and systematizing all, “until they have confirmed and 
solidly united the whole body of their perfected knowledge, 
like the last embattling of a Roman legion.” 

564 . John Locke (1632-1704).—John Locke, long celebrated 
as a philosopher, has an especial claim on the attention of the 
student of education, because of the wide influence he has 


312 


exerted on educational history through his “Thoughts Con¬ 
cerning Education,” and, in a much smaller degree, by his 
essay on studies. Curiously enough, his ideas have been much 
less influential among his own countrymen than on the conti¬ 
nent of Europe. The typical English schoolmaster has, until 
a comparatively recent period, shown little interest in edu¬ 
cational theories and problems, so that Locke’s ideas on educa¬ 
tion were long better known in France and Germany than in 
England. In France, especially, he inspired Rousseau with 
nearly every valuable thought which appears in the brilliant 
pages of his “Emile.” He seems himself to have derived some 
of his most characteristic ideas from Montaigne, and possibly, 
also, from Rabelais, as is apparent from an analytical exami¬ 
nation of his chief educational work. 

565. His Conception of the Sphere of Education. —He 
brought to his task a pedagogic experience gained, not like 
that of Milton, in the management of a considerable number 
of boys, nor like that of Comenius, in the organization and 
direction of schools, and in the preparation of manuals for 
youth, but in the direction of the education of a few high-born 
boys, and in wise and friendly counsels given to people of dis¬ 
tinction who sought his advice in the training of their sons. 
Possibly, from this circumstance he favors private education, 
and consequently neglects that of the people, believing, to use 
his own words, that “most to be taken care of is the gentle¬ 
man’s calling ; for if those of that rank are, by their education, 
once set right, they will quickly bring all the rest into order.” 
It need hardly be shown how inferior is this conception to that 
of Luther and Comenius, both of whom believe that to all 
youth should be given an education befitting their destiny as 
human beings, instead of leaving their improvement to chance 
influences that might be vouchsafed to them from above. 
Moreover, the wise foresight of these, in contradistinction to 
Locke’s narrower views, is being continually emphasized by 
all the movements of modern civilization. 

566. Effects of Early Training. —Still, Locke’s preference 
for private and individual education was entirely in harmony 
with his belief in the decisive effects of early training in 


shaping the character and destiny of men. At the beginning 
of his “Thoughts,” he says, “Of all the men we meet with, 
nine parts of ten are what they are, good or evil, useful or not, 
by their education. ’Tis that which makes the great difference 
in mankind. The small or almost insensible impressions on 
our tender infancies have very important and lasting conse¬ 
quences ; and there ’tis as in the fountains of some rivers, 
where a gentle application of the hand turns the flexible waters 
in channels that make them take quite contrary courses, and 
by his direction given them at first in the source, they receive 
different tendencies, and arrive, at last, at very remote and 
distant places.” Now, no one can fairly question the great and 
far-reaching effects on the character of the child due to his 
early experiences ; and if one fully believed that so large a part 
as nine-tenths of what men are is due to these early experiences, 
and so little as one-tenth to innate or inherited dispositions 
and tendencies, and believed, besides, as Locke apparently 
assumes, that these influential experiences can be satisfactorily 
controlled by a private education, the argument for such educa¬ 
tion would be very strong. 

567. Innate Tendencies. —Yet, its strength is rather 
apparent than real, for, setting aside the important fact that 
such separate education would be attainable only by those 
favored by fortune, and who can find paragons for tutors, 
the general experience of mankind has shown that native 
tendencies play a much larger part in shaping men’s character 
than Locke admits in the passage quoted. Indeed, in the same 
work, he forgets consistency and refutes his earlier over-state¬ 
ment, by saying, “ God has stamped certain characters on 
men’s minds, which, like their shapes, may perhaps be a little 
mended, but can hardly be totally altered and transformed 
into the contrary. For, in many cases, all that we can do, or 
should aim at, is to make the best of what nature has given, to 
prevent the vices to which such a constitution is most inclined, 
and give it all the advantages it is capable of.” 

568. The Effect of Companionship. —But, besides this stub¬ 
born fact of innate dispositions, which cause the best educa¬ 
tion to expend, unavailingly, a portion of its force, we should 


314 


not lose sight of another fact, quite as stubborn, which is that, 
not even the wisest man can wholly control, or even foresee, the 
experiences that may be decisive in shaping the infinitely 
variable tendencies of the young. The acute Rousseau saw 
this difficulty, and to avoid it he proposed to isolate his Emile 
from all human companionship, save that of his tutor; but 
while he would strive thus to eliminate the dangers that spring 
from the strong social instincts of human beings—one of the 
most influential factors in shaping character—he ignores the 
fact that man can be fitted for his proper sphere of activity in 
human society, only by daily and habitual intercourse with 
his fellows. From this intercourse, it is true that he runs a 
risk of being led astray ; without it, it is well-nigh sure that he 
will be less than a normal man. Despite the weighty opinion 
of Locke, we may feel reasonably sure that our usual mode of 
educating youth in the society of their fellows, notwithstand¬ 
ing its seeming risks, is not merely the only practicable one, 
but is also to be preferred, on theoretical grounds, to a private 
education, even could paragons of tutors be always found. 

569. The Ideal Tutor. —Montaigne lays great stress on the 
choice of a tutor, whom he would wish to be a man “ with a 
strong and well balanced head rather than with a very full 
one”; furnished with good manners and a sound understand¬ 
ing rather than with mere book knowledge. Locke emphasizes 
the character and qualifications of the tutor even more strongly 
than Montaigne had done. Indeed, after his somewhat dis¬ 
cursive fashion, he recurs to this subject again and again, and 
in the most various connections ; so that to make out the 
qualities which his ideal tutor must possess, we are obliged to 
refer often to quite widely separated sections of work. 

570. The Character of the Tutor. —Of his character, he 

says : “ I think this province requires great sobriety, temper¬ 

ance, tenderness, diligence, and discretion, qualities hardly to 
be found united in persons that are to be had for ordinary 
salaries, nor easily to be found anywhere. Then, too, he must 
be thoroughly well bred, for, “to form a young gentleman, as 
he should, it is fit his governor should himself be well bred, 
understand the ways of carriage and measures of civility in all 


315 


the variety of persons, times, and places, and keep his pupil, 
as much as his age requires, constantly to the observation of 
them.” “ Besides being well bred, the tutor should know the 
ways of the world well; the ways, the humors, the follies, the 
cheats, the faults of the age he is fallen into, and particularly 
of the country he lives in,” that he may be able to teach his 
pupil to steer his course prudently and safely through the 
devious paths of a deceitful and self-seeking world. 

In his instruction, “ his great skill is to get and keep the 
attention of his scholar, making him comprehend the use¬ 
fulness of what he teaches and the added power he thus 
gets, and making the child sensible that he loves him and 
desires his good.” Finally, he “should be one who thinks 
Latin and language the least part of education ; one who, 
knowing how much virtue and a well tempered soul is to be 
preferred to any sort of learning or language, makes it his chief 
business to form the mind of his scholar and give that a right 
disposition ” ; and who, to that end, “ should have something 
more in him than Latin, more than even a knowledge in 
the liberal sciences ; he should be a person of eminent virtue 
and prudence, and, with good sense, have good humor, and the 
skill to carry himself with gravity, ease, and kindness in a 
constant conversation with his pupil.” 

571. Locke’s Lofty Conception of Teaching. —From this 
description of the tutor, which has been pieced together from 
passages scattered here and there as his mode of treatment 
called for them, Locke, it may be seen, has a lofty ideal of 
the teacher and his work. He is to be gifted with the finest 
of human qualities, and, in their combination, the rarest ; 
these are to be adorned by perfect good breeding, and their 
usefulness enhanced by a consummate knowledge of the world 
and of men ; with a sufficient literary and scientific knowledge, 
he must combine a clear conception of the aims towards which 
all his educational efforts should steadily tend ; and with all 
these gifts and acquirements, he must, above all, be endowed 
with that rare tact, and power of influence, which alone can 
make all these effective. It may, without reservation, be said 
that the teacher of any age or country may safely make Locke’s 
ideal tutor his model. 


310 


572. Fenelon ( 1651 - 1715 ).— The celebrated Archbishop of 
Cambrai was born of a distinguished family in 1651. He 
completed his college studies at the age of twenty, and then, 
at his own earnest desire was educated for the priesthood, of 
which his entire life made him, in all respects, a brilliant orna¬ 
ment. His gentle piety and his success in his parochial duties 
caused him to be made, at an early age, director of an institu¬ 
tion for reclaiming Protestant women to Catholicism, and it 
was during the ten years that lie held this place that he wrote 
his treatise “ De l’Education desFilles,” a work which deserves 
much of the influence it has exerted by the soundness of many 
of its views, and by the pedagogic ingenuity of its suggestions. 

573. Indirect Instruction. —In 1689, in the flower of his 
manhood, he was appointed tutor to the young Duke of Bur¬ 
gundy, grandson and presumptive heir of Louis XIV. The 
duke was an intelligent but headstrong child, of a violent, 
fierce, and ungovernable temper, and with an overweening 
sense of his own importance ; but yet possessed, withal, of 
latent possibilities which were of the greatest promise. In 
taming this young human tiger and reducing him to order, in 
developing his dormant powers, and in inculcating in him 
those principles which should fit him for the high destiny 
which seemingly awaited him, Fenelon displayed all that 
prudence, tact, and delicacy of touch which he sets forth so 
admirably in his treatise. He especially exemplified his 
favorite idea of indirect instruction, which he sets forth in the 
fifth chapter of the treatise, in the admirable series of Fables 
and Dialogues, composed for the moral instruction of his 
charge. His extraordinary success with his seemingly intract¬ 
able pupil caused him to be named Archbishop of Cam¬ 
brai, in which diocese, for nearly a score of years, he dis¬ 
played the virtues of the primitive apostles, in the simplicity 
of his life and in his services to the poor and wretched who 
were exposed to the horrors of war. He ended his noble and 
pious life in 1715, at the age of sixtv-four. 

574. Pedagogy in France in the 17 th Century.—On account 
of the nearly absolute character of the French monarchy, 
and the consequent enormous influence which their princes 


exerted, both on the destinies of the state and on the entire 
tone and fabric of society, the utmost importance was attribu¬ 
ted, during the 17th century, to the training of the future 
kings and princes of France. Hence, some of the greatest and 
most learned men of the age, not only eagerly accepted the 
office of tutors to them, but also wrote textbooks for their 
instruction, and sometimes treatises on the methods they 
employed. In France, therefore, the pedagogy of the 17th cen¬ 
tury has a prevailing character of something intended for 
princes, though the views expressed are usually equally appli¬ 
cable to all children. 

575. Fenelon’s Writings.—Thus the famous Bossuet, and 
other men hardly less distinguished, were tutors of the Dau¬ 
phin, the obstinate son of Louis XIV ; and to penetrate his 
dull brain, Bossuet caused to be prepared the long esteemed 
Delphine edition of the classics, besides writing himself a 
treatise on logic, a “ Discourse on Universal History,” and 
some other books. Thus, also, Fenelon prepared for the Duke of 
Burgundy all his pedagogic works save his treatise on the 
education of girls, and the advice to a lady. That they con¬ 
tributed to his success with a pupil seemingly so unpromising, 
gives them an additional claim on our attention as the means 
used in an interesting pedagogical experiment. These works 
are “The Fables,” “The Dialogues of the Dead,” and the 
“Adventures of Telemachus”; the last once largely used in 
the schools of this country as a French reading book. 

576. “The Fables.” —Of the fables there are thirty-six, 
many of considerable length. Very lively and interesting in 
tone, they all embody moral lessons skilfully adapted to a child 
of such character, and such future destinies, as the young 
prince for whom they were composed. A good example is the 
pretty story of Rosimond and Braminte and the magic ring 
which a fairy presented to them in turn—showing the good and 
the bad uses to which unlimited power may be turned, and its 
fatal results when employed for selfish or malevolent ends. 

Several were evidently intended to suggest, to the quick¬ 
witted young prince, the correction of the glaring faults to 
which he was prone, in that indirect or suggestive mode of 


318 


instruction which Fenelon so greatly favored. Such, for exam¬ 
ple, are the fable of “The Bee and the Fly,” conveying a lesson 
on unreasonable anger; and that of the youthful “Bacchus 
and the Faun,” in which the Faun is represented as laughing 
at the blunders of Bacchus in practising the language of the 
gods, to whom the young god “ said with a haughty and impa¬ 
tient tone, ‘ How darest thou laugh at the son of Jove ! ’ ‘Ah,’ 
replied the Faun without emotion, ‘ How dare the son of 
Jupiter make any mistake ! ’ ” To one who bears in mind the 
violent and haughty temper of the spoiled child with whom 
Fenelon had to deal, the application of fables like these is 
obvious. 

577. “The Dialogues of the Dead.”—“The Dialogues of 
the Dead ” form a series of seventy-nine conversations imagined 
to be carried on in the realm of shades by various historic or 
mythic personages, ranging from Hercules and the Trojan 
heroes to kings and statesmen not long dead. They evidently 
had* a double purpose, namely, to give to his royal pupil a 
keener interest in historic study by familiarizing him with 
famous men who did much to shape the destinies of their 
times, while, at the same time, inculcating wholesome ideas 
of many things which should fit the future king of France to 
reign justly and wisely. 

578. Teaching History by Examples.—The first purpose 
was analogous to the plan proposed by Fenelon for teaching 
sacred history by a series of interesting Bible stories chrono¬ 
logically arranged. Dr. Thomas Arnold, in an essay on classical 
teaching, in 1834, suggested a similar scheme for teaching 
history by a series of striking pictures and biographic narra¬ 
tions, arranged chronologically, to serve as nuclei for future 
accretions; and twenty years later, Drs. Spiess and Verlet 
embodied the idea in three concentric courses of historic and 
biographic narrations for German secondary schools, eacli 
course reviewing and widening the course of the preceding 
one. The efforts of Drs. Spiess and Verlet were very success¬ 
ful, and their works have already passed through many editions. 
Thus the idea of Fenelon has begun to bear fruit in the last 
half of the 19th century. 


319 


It is to be regretted, from an educational point of view, that 
the death of the Duke of Burgundy before that of his grandfather 
has deprived posterity of any proof of the success or failure of 
Fenelon in his second purpose, that of training a wise, just, 
and virtuous king for France; but the character which the 
young man is said to have exhibited during his brief career, so 
far as the roseate accounts of princes may be trusted, was such 
as to justify the highest expectations among those who knew 
him. 

579. “The Adventures of Telemachus.” —Besidesthe fables 
and dialogues, Fenelon composed for his pupil a number of 
short pieces, partly in French and partly in Latin ; and when 
he had grown to manhood, his old tutor gave him a final proof 
of the affectionate interest in which he was held by writing, 
for his guidance, “The Adventures of Telemachus,” in which 
the son of Ulysses is represented as traversing various regions 
in search of his father, and learning, in his journeyings, the 
art of governing justly under the tutorship of the goddess 
Minerva concealed under the guise of the wise old man Mentor. 
This work, published without the knowledge of its author, 
attracted the lively hostility of Louis XIV, who, considering it 
a criticism upon his policy of government, prohibited all inter¬ 
course between his grandson and his former tutor. 

Fenelon has, in all this, shown us vividly how serious is the 
task of him who undertakes the duty of preparing the young 
for their future career, and how great is the foresight and how 
indefatigable the pains that should be exercised in acquitting 
one’s self of this task. The means that he used for the accom¬ 
plishment of his purpose will repay a careful study by all 
educators. 

580. John Henry Pestalozzi ( 1745 - 1827 ). —John Henry 
Pestalozzi was born, January, 1745, in Zurich, where his father 
was a respectable physician. He had the misfortune, when 
only five years old, to lose his father, of whose masculine 
influence a boy so peculiarly constituted as he, stood in special 
need. Under the care of his mother and a faithful maid, he 
grew up a clumsy and awkward, yet, withal, good natured and 
obliging lad, whom his school-fellows nicknamed Harry 


320 


Oddity von Foolville. He passed, seemingly with average 
credit, through the various grades of the Zurich schools, 
showed himself quick to grasp ideas, but very careless about 
the forms in which he embodied them. Through one of his 
teachers, Bodmer, by name, he received a strong bent for natural 
history and towards caring for the happiness and freedom of the 
people; and was, besides, powerfully stimulated by reading 
Emile, just then published. The educational views of this book 
doubtless impressed him the more, from their strong contrast 
with what he was experienced in ; while its political ideas 
kindled in the heart of the boy, already disposed to the love 
of liberty by the teaching of Bodmer, a hatred of the aristocracy 
never wholly effaced. 

581. His Fitness for the Church. —He was destined for the 
ministry, but is said to have failed completely, in his first 
attempts to preach. It was unfortunate for his earthly happi¬ 
ness that he permitted himself to be discouraged by these early 
failures ; for those who observe the touching and persuasive 
eloquence of his later addresses, and the impassioned fervor 
glowing in many passages of his educational works, can¬ 
not fail to be convinced that his peculiar abilities would have 
found their fittest place in the church. The church, however, 
lost one who would have proved a burning and a shining light, 
and he turned to the law. This profession did not harmonize 
with his ardent love for his fellow men ; hence, in his twenty- 
second year, he abandoned literary ideas altogether, bought an 
unpromising tract of land, built a house which he called 
Neuhof, and betook himself to the cultivation of madder. 

582. Difficulties Encountered. —Here, in 1769, he married 
Anna Schulthess, who brought him a considerable fortune, and 
with whom he lived nearly fifty years in most harmonious 
union. The letter in which he declared to Anna his sentiments 
and wishes, and which is quoted in some of his biographies, is 
remarkable for the frankness with which it discloses all his 
faults and weaknesses, of which he was fully conscious, as also 
his aspirations for the future, from which he looked for a 
troubled life. These anticipated troubles came early to the 
young couple, for the madder enterprise proved a costly failure, 


321 


wholly, as Pestalozzi confesses, through his own lack of busi¬ 
ness capacity. Then, in 1775, he converted his place into an 
industrial home for poor children, expected to pay for their 
support by field labors and spinning and weaving, while receiv¬ 
ing school instruction at stated hours. 

This undertaking, from the outset, met with difficulties, 
through the lack of skill and docility shown by the pupils; 
from the stupid interference of parents, who frequently 
removed their children as soon as they were decently clothed 
and had become useful; but most of all from “the lack of 
solid knowledge of men, and business” on the part of its man¬ 
ager. The school finally went to pieces in 1780, and left Pesta¬ 
lozzi impoverished, deprived of confidence in himself, but 
with a better knowledge of the class which he desired to 
benefit, and for which his benevolent feelings suffered no 
abatement. 

583. “ Leonard and Gertrude.”— In the eighteen years that 

followed at Neuhof, years often of great privation, Pestalozzi 
laid the foundation of his reputation as a writer on education 
by the publication of two works which contain the funda¬ 
mental ideas of all his later efforts. One of these, “Leonard 
and Gertrude,which appeared in 1781, is, by far, the most 
widely known of all his works. It is in the form of a homely 
but touching story of life in a Swiss village, in which Gertrude 
acts the part of the good angel. It was intended, in the words 
of its author, “to promote a better education of the people, 
by setting out from their real situations and their natural rela¬ 
tions.” “ It was,” as he says in the preface to a second edition 
published in.1803, “ my first word to the heart of the poor and 
forsaken in the land, my first word to the mothers of the land, 
and to the heart which God gave them to be to their children 
what no man on earth can be in their stead.” It was the first 
expression of an idea never abandoned during his long life, 
namely, to place the first education of children in the hands of 
mothers, and to so methodize and even mechanize instruction 
as to render this possible. This idea of Pestalozzi, which was 
also the idea of Comenius, was the fruitful germ from which, 
much later, sprang the practicable scheme of Froebel, the 

kindergarten. 

it 


322 


584. “ Christopher and Alice.”—“ Leonard and Gertrude ” 
attracted great attention and roused, among his friends, the 
hope that he might be a successful novelist. This, however, 
was not the kind of success that Pestalozzi craved, and the next 
year, seeing that interest in his story had withdrawn attention 
from the educational ideas that he wished to impress, he wrote 
“Christopher and Alice,” to accentuate them more fully. 
This book gained little notice, and probably failed entirely to 
reach the class he had chiefly in view. During the succeeding 
years, which cover a period of wars and tumults for Europe, 
most of his writings were of a political and ephemeral charac¬ 
ter, yet with a thread of appeal for better popular education 
running through many of them. 

585. The School at Stanz. —In 1798, the idea occurred to 
the government officials, on account of his incessant political 
activity, that he probably wanted some office to keep him 
quiet; but to their surprise, when asked what post he would 
accept, Pestalozzi answered, “I wish to be a schoolmaster.” 
He was taken at his word, and in September, 1798, sent to 
Stanz, to collect and care for the poor children orphaned and 
made homeless by war. Here, then, at the age of fifty-two, and 
with no pedagogic experience save the luckless industrial 
undertaking at Neuhof, Pestalozzi entered on his illustrious 
educational career. 

In a deserted convent given up to his use, he soon collected 
eighty homeless children. Ignorant and neglected, ragged and 
filthy, brutalized by extreme want, and afflicted with various 
nameless ills, they were unpromising subjects for an effort at 
adapting the conditions of home life to the needs of numbers 
assembled in a school, such as Pestalozzi had in view. “A 
person who had the use of his eyes,” he says, “would not 
have ventured it; fortunately, I was blind, otherwise I should 
not have ventured it.” 

Here, then, with the aid of a housekeeper only, he entered 
on his task. The children were taught and cared for by him 
only. He slept in their midst; he performed for them the 
most menial services ; he prayed with them, and strove to 
nourish in their hearts the germs of good principles ; he com¬ 
bined manual labor with instruction, that they might become 


323 


able to support themselves. Forced by the necessity of the 
situation, he devised the plan of concert recitation, and a 
system of monitorial teaching, in which the few who were 
able to read were set to teach those more ignorant. 

586. The Primary Schools of Burgdorf. —His unselfish 
labors for these desolate children were meeting with unlooked- 
for success, when the return of the French army in June, 1799, 
scattered the pupils, and their overtasked teacher gained a 
brief period of rest. Later, in the same year, he was permitted 
to teach in the primary schools of Burgdorf, a town of some 
importance in the canton of Bern. Here he continued his 
experiments in elementary instruction, encountering some 
opposition, partly religious and partly envious. He says, “ It 
was whispered that I myself could not write, nor work 
accounts, nor even read properly. Popular reports are not 
always wholly destitute of truth ; it is true that I could not 
write, nor read, nor work accounts well.” What then was 
there in him to fit him for his work ? Ramsauer, one of his 
pupils at this time, and afterwards a teacher of some note, 
speaks of “ his sacred zeal, his devoted love, which caused him 
to be entirely unmindful of himself, which struck even the 
children, made the deepest impression on me and knit my 
childlike and grateful heart to his forever.” 

587. The Pestalozzi Institution. —After less than a year 
of his teaching he opened, in conjunction with Krusi and 
others, a school in Burgdorf, which was the germ of the famous 
Pestalozzi Institution. In 1805, this school was removed to 
Yverdun, and soon gained a European reputation. Pupils 
flocked to it from various nationalties ; ardent students resorted 
thitherto learn the secret of its methods ; and its fame attracted 
many distinguished visitors. In 1809, von Raumer, the then 
future historian of education, spent some months in the school 
with a friend, and his account of it is therefore an inside view, 
evidently candid, but not highly eulogistic. At that time 
there were 165 pupils, of whom less than half were Swiss, the 
rest being German, French, Russian, Italian, Spanish, and 
even American. There were, besides, thirty-two persons in 
the institution, to learn its methods. 


324 


588. Failure of the Institution. —But though the school 
was famous, and apparently flourishing, the seeds of discord 
were early sown, ultimately to bring disaster. For a time, 
the self-sacrificing spirit, the unselfish zeal for human improve¬ 
ment, and the untiring devotion to duty of its director, 
inspired kindred sentiments in his associates, and united 
them all in harmonious efforts for the great cause in which 
they were engaged. But as numbers increased, and new ele¬ 
ments were introduced, the effects of Pestalozzi’s “unrivaled 
incapacity for government” began to make themselves felt. 
A strong hand was needed to guide a large establishment, and, 
unhappily, the man on whom the director relied for the 
strength which he knew he himself lacked, seems not to have 
been gifted v ith conciliatory manners. Hence discord arose, 
and invaluable teachers were lost. 

Again, Pestalozzi’s eager desire that the results of the teach¬ 
ing should be shown at their best to the many distinguished 
visitors, that thereby his purpose in the spread of better 
methods of instruction might be promoted, insensibly led to 
an undue attention to those branches which could most easily 
be exhibited to visitors ; whereby those moral and religious 
characteristics which mature only in silence were measurably 
less emphasized, and the education became one-sided. From 
this cause, also, heart-burnings arose among the teachers, since 
it was easily seen that those among them were most favored 
whose work would make the most impressive display. 

Pestalozzi struggled long against these tendencies, but in 
vain. The evils springing from the limitations of his own 
nature were too strong to be overpowered by his unselfishness 
and unfailing love. The institution declined, and, after an 
existence of about twenty years, was finally closed in 1825. 
The old man, already verging on his eightieth year, retired to 
his former home at Neuhof, where his only grandson resided ; 
and there, after writing his last two works, one of which bears 
the pathetic title “The Song of the Dying Swan,” died in 
February, 1827, having just completed his 81st year. 

589. Relation Between Pestalozzi’s Life and His Educa¬ 
tional Efforts. —So much it has been needful to say on the inci¬ 
dents of his life, even in a brief sketch, because his life and 


325 


character are so intimately intertwined with his educational 
efforts, that the influence which the latter have exerted can 
hardly be understood apart from the former. He taught and 
influenced even more by what he was and what he desired, 
than by what he did; for, from his want of disciplined skill, 
and from the peculiar enthusiastic eagerness and lack of fore¬ 
sight which marked his nature, his practice often stands in the 
most imperfect relations with his theories and his real purposes. 

Witness, for example, his frequent violations, both in his 
teaching and in some of his method books, of his own funda¬ 
mental principle, of proceeding in all possible cases from the 
observation of things, and using language only to express ideas 
already conceived. His so called object lessons are often mere 
lists of names of things by no means present, accompanied by 
other lists of properties by no means observed. It might be 
said that they were intended as guides only, for the subjects 
to be selected by teachers ; but von Raumer’s observations 
show that these compends were not so used in Yverdun. We 
are not, therefore, to expect from Pestalozzi that conformity of 
his practice to principles common with less eager and more 
self-contained natures. He is to be judged by his spirit and 
his purpose rather than by what he did. 

590. Pestalozzi’s Aim. —The great purpose of Pestalozzi’s 
efforts was “to reform educational methods in the interest of 
the poor and oppressed.” To this he was prompted by an 
unwavering love of man and compassion for his often wretched 
condition. This purpose and this love inspire all his works, 
and illuminate all his acts, so far as his acts could express his 
deepest convictions. They appear even more clearly in his 
industrial school at Neuhof, his orphan school at Stanz, his 
home school at Burgdorf, his institution at Yverdun, and 
his eagerness when feeble with age to found a poor-school at 
Yverdun, than in works like “Leonard and Gertrude,” or 
“Christopher and Alice,” or “How Gertrude Teaches Her 
Children.” 

591. Mechanical Instruction.— To so reform methods of 
instruction that elementary teaching might be done at home 
by mothers, was a favorite idea during his entire life ; and in 


326 


order that persons wholly untrained, as most mothers are, 
might use his methods with success, lie strove so to simplify 
and even to mechanize them, as to make their results depend 
rather on the nature of the processes than on the skill of the 
teachers. He did not even resent the charge of mechanizing 
method. On the contrary, once in the Burgdorf days, when 
an officer of the canton accused him of desiring to make 
instruction mechanical, Pestalozzi said “He hit the nail on 
the head, and supplied me with the very expression that indi¬ 
cated the object of my endeavors.’’ 

That this was no mere chance expression, but rather the 
statement of a settled purpose, is shown by the objection made 
by von Raumerto the procedure he had witnessed at Yverdun. 
He says “The compendiums were to render all peculiar tal¬ 
ent and skill in teaching, as good as unnecessary. These 
methodical compends were like machines, which, unfortu¬ 
nately, could not quite perform their office without human aid, 
as, for instance, however patient the printing press, it must 
always be tended by a man who really needs hardly the most 
common human reason for his duties. Pestalozzi’s idea of a 
teacher was not much better than this ; according to his views, 
such an one had nothing to do but take pupils through the 
compend with pedantic accuracy, according to the directions 
for its use, without adding thereto or diminishing therefrom.” 

This was certainly a low view of the teacher’s functions, and 
one to which the disciples of Pestalozzi, at the present day, 
would not be willing to subscribe. It is especially strange that 
no one who, like Pestalozzi, was engaged in a crusade against the 
dead mechanism of the schools of his time, should have seri¬ 
ously proposed to substitute for it another kind of mechanism— 
the mechanism of an unvarying method. The erroneous course 
of thought by which he was led to make so serious a departure 
in his practice from the principles which he enforces so often 
and so well in his works, was probably something like the fol¬ 
lowing : He saw clearly that many of the worst evils of his 
time grew out of the neglect of popular education, and the 
ignorance thus resulting; his ardent love for the people, 
his most prominent and characteristic motive, impelled him 
to remedy these evils by striking at their source in popular 


327 


ignorance ; but he was firmly persuaded that the only effectual 
remedy lay in remitting elementary instruction to mothers in 
the home ; hence, to carry out this impracticable plan with 
persons unskilled in teaching, he attempted to devise methods 
w T hose results should depend, not on skill, but on processes. 
Could his effort have succeeded, and such methods have been 
introduced into every wretched home, it does not seem 
probable that the evils at which he aimed would have been 
remedied ; for mere mechanical processes can never promote 
intelligence or moral thoughtfulness, without which the worst 
fruits of ignorance remain untouched. 

592. Pestalozzi’s Idea of Elementary Instruction. —A 

favorite idea of Pestalozzi’s, strongly emphasized by some 
of his modern followers, was, that all elementary instruc¬ 
tion should be related to number, form, and words—number 
leading to arithmetic ; form, to drawing and writing ; form and 
number, to geometry ; and words, to the right use of language, 
as the embodiment of ideas. 

Yon Raumer criticizes these categories as referring too 
exclusively to sight, and hence seemingly excluding many 
sensible properties of objects which, though embodied in 
language, cannot properly be considered under either number 
or form ; and thus, he thinks, they run counter to Pesta¬ 
lozzi’s most fundamental principle, namely, that the basis of 
all instruction, especially of elementary instruction, should 
be laid on observation and the proper use of the senses. 
This idea, doubtless, from its simplicity, fascinated its author, 
and prompted a spirit so little circumspect as his to push its 
application too far ; yet, when we consider how absorbing a 
part sights and word-sounds play in the sense-experiences of 
the young ; and that the really important phenomena, which 
cannot readily be numbered or reduced to form, can be recog¬ 
nized, at least by name, as experiences of sense ; it is obvious 
that Pestalozzi’s idea may easily be helpful in elementary 
teaching. 

593. “ Aim, Starting-Point, and Connection.” —His biogra¬ 
pher, DeGuimps, one of Pestalozzi’s pupils, tells us that his 
most philosophic coadjutor, Niederer, made these three things 


the essence of his method, viz., aim, starting-point, and con¬ 
nection. His aim was the development of the entire man 
through the use of his powers. The starting-point was to 
be in the child’s tastes, and his ideas were to be gained by 
previous experience. By connection, was meant that exer¬ 
cises should be duly graduated to the powers of pupils, and so 
arranged that every exercise should grow out of the last, and 
prepare for the next. 

594. The Essential Features of Pestalozzi’s Educational 
Scheme. —Let us, in conclusion, enumerate what may fairly be 
considered the essential features of Pestalozzi’s educational 
scheme. These are as follows : 

595. Personal Activity. —To develop the child, and to form 
his mind through his own personal activity, rather than to 
attempt to furnish him with useful knowledge. 

596. Intuition. —To base all instruction on intuition, i. e., 
observation and experience, and to connect intimately with 
this the correct use of language, that the child may clearly 
express what he clearly conceives. Pestalozzi justly thought 
that his greatest service to education consisted in making the 
proper use of the senses effective as the basis of all good 
teaching, and in connecting this with the due use of language ; 
and if any one thing were to be named as the distinctive 
character of Pestalozzianistn at the present day, it would, 
doubtless, be this trained use of the senses finding expression 
in language. 

597. “Mother Ideas.” —To furnish the pupil’s mind with 
clear, fundamental notions, or “mother ideas,” as a prepara¬ 
tion for all the more advanced work, as, for example, in 
geometry, geography, and most other studies. 

598. Objective Presentation of Sciences. —To popularize 
science by an objective presentation of its truths; of which it 
may be said that, in making science-teaching objective, more 
has been effected than merely making it popular; it has become 
deeper and more fruitful ; and in the form of laboratory study, 
its essential corollary, it is leading to a rapid extension of man’s 
knowledge of nature. 


329 


599. Order of Instruction. —To conform the order of instruc¬ 
tion to nature and common sense by beginning with that which 
is within the range of the pupil’s experience, advancing from 
this gradually, keeping pace with his progressive development, 
and dwelling so long and so repeatedly on each step that he 
may be sure to master it thoroughly. In the application of 
this principle, Pestalozzi pushed so far the idea of beginning 
with the near , as to propose that object lessons should begin 
with the child’s own body, evidently confounding the physi¬ 
cally near with that which is nearest in the order of apprehen¬ 
sion. He was wiser in recommending that religious education 
should set out from the child’s love for the mother, and that 
this love should then be directed to God as the Parent of all. 

600. Association of Practical Skill and Theoretic Knowl¬ 
edge. —To join practical skill with theoretic knowledge by 
associating manual with mental labor, thus insuring the 
habitual cooperation of mind and heart with hand. It is only 
within recent years that educators have become alive to the 
importance and possible value of this idea in education. The 
idea is, however, by no means original with Pestalozzi. 

601. Relation of Teacher and Child. —To base the relation 
of teacher and child on love, and to pay due respect to the child’s 
individuality. This principle was the chief source of Pesta¬ 
lozzi’s power as a practical teacher, atoning for many serious 
faults, in both matter and manner, and achieving results, which, 
as described, seem marvelous. Doubtless the race of teachers 
has still much to learn about the power of this principle, the 
most difficult of all to apply in the management of schools. 

602. Character. —To make all education culminate in char¬ 
acter, and to make character the standard by which the value 
of all educational processes is to be measured. 

603. Home Instruction. —Above all, to restore the home to 
what Pestalozzi conceived to be its proper place in education, 
and hence, to make home instruction possible. This favorite 
idea of his has already been noticed, and its impracticability 
shown, as a scheme for general elementary education. Yet, he 
thought so highly of it “that he wished to prove, by actual 


330 


experiment, that those things in which domestic education 
possesses advantages should be imitated in public education.” 
His schools at Burgdorf and Yverdun were really an experi¬ 
ment in this direction ; and that which distressed him most at 
Yverdun was, that with increase of numbers, and the com¬ 
plexity necessarily resulting therefrom, the home spirit that 
prevailed at Burgdorf grew less, and finally disappeared. 

604. Pestalozzi’s Originality. —Of all these principles, it is 
easy to see that little is absolutely new with Pestalozzi. 
Indeed, it might be thought that most of his educational 
activity was merely an attempt to enforce, and reduce to prac¬ 
tice, the best and wisest ideas of his predecessors. Such a sup¬ 
position would, we think, be incorrect. He appears, in point 
of fact, to have been wofully ignorant of what others had 
done, or attempted, in the same field of effort in which he was 
engaged. Hence, he toiled not seldom, it is said, over dis¬ 
coveries that others had already made, or instituted experiments 
on what was already recognized as valueless or impracticable. 
He thus lacked, above all, the advantage which a spirit like his 
so much needed, that of comparing his ideas and efforts with 
those of others. 

He once said that he had not read a book in thirty years. It 
would have been better and easier for him if he had. No one 
man, however original, can be as wise as all men; and he who 
permits himself to be shut out from the experience of his 
fellows, runs the risk of making many vain and needless efforts. 

605. Influence of Pestalozzi’s Genius. —Men who, like 
Pestalozzi, toil unselfishly for their fellows, work that coming 
generations may be spared some of the difficulties that they 
encountered ; and have a right to expect that the records of 
their experience shall not be unheeded. To this end history 
is written, that men may glean wisdom froni the experience of 
their predecessors ; and that Pestalozzi failed to do this, should 
be counted rather as a grave error than as a tribute to his 
originality. 

It was doubtless fortunate for the fame of Pestalozzi, that 
the time of greatest eclat of his school at Yverdun coincided 
with the period of deepest humiliation of Germany under the 


331 


conquering arms of Napoleon. In that hour of seemingly 
hopeless darkness, Fichte summoned the German people favor¬ 
able to a universal education of the coming generation, to a 
new and nobler national consciousness, as the means of their 
future elevation, and pointed them to Pestalozzi for the prin¬ 
ciples on which such an education should be based. This 
advice was heeded; and thus Pestalozzi became to Germany, 
and through Germany, to the world, the .representative of 
those principles which, for two centuries, a series of educa¬ 
tional reformers, from Paticli and Comenius down to Base¬ 
dow, had, with little effect, proclaimed. The doctrines of the 
Innovators became, henceforth, the evangel of a new education ; 
and they were stamped indelibly with the name, not of Com¬ 
enius, nor Rousseau, but of Pestalozzi.* 

606. Colonial Education in the United States. —Education 
in the United States, naturally divides itself, historically, into 
two parts, colonial and national. Education in the thirteen 
colonies, which declared their independence of Great Britain 
in 1776, deserves attention for its originality, and for its 
marked influence in preparing the colonies for national inde¬ 
pendence. In educational force, New England and New York 
took the lead among the colonies. Immediately on landing, in 
1620, one of the first acts of the Plymouth colonists was to 
provide a meeting house for religious services, and a school- 
house for the children. The citizens of Boston, as early as 
1635, by vote, appointed a schoolmaster. By the law of the 
Massachusetts colony, in 1642, the selectmen of every town¬ 
ship were required to see that provision was made for the 
education of all the children, so as to be able to read and have 
“a knowledge of the capital laws.” In 1647, every township 
of 50 householders was required to appoint a schoolmaster, 
and every township of 100 families to maintain a grammar 
school in which boys could be prepared for Harvard college, 
organized in 1636. This was the beginning of the legislation 
which, added to from time to time, was so well enforced 
that, when the war of independence broke out, the people of 
Massachusetts were, universally, so far educated as to be able 


* Williams : “ History of Modern Education.” 



332 


to read and write. Massachusetts, in this respect, inay be 
regarded as the type of the New England colonies. The colonial 
laws of Connecticut, New Hampshire, and Rhode Island, with 
reference to public education, were explicit, and enforced so as 
as to secure, practically, universal elementary education. New 
York was not behind New England in some legal educational 
provisions, which did not, however, seem to have been so well 
enforced. The West India company, under whose charge the 
first Dutch colonists came to New York, enacted a law, in 1629, 
which required the establishment of schools. The first school 
opened in 1633, was speedily followed by others. The church 
and state united to pay the expenses of the schools, and no 
charge was made directly for tuition. Dutch schools existed in 
the towns and villages when the English obtained possession 
of the colony. After this, great difficulties arose from the con¬ 
flict of the two languages, and though many English schools 
were established, education greatly suffered for a few years. 
Jn 1704, a society for the propagation of the gospel began its 
work of establishing schools in the English language iii several 
of the counties. In 1732, an act was passed to establish a 
public school in the city of New York ; King’s College, after¬ 
wards Columbia College, was founded in 1754. 

New Jersey, as early as 1693, by law, enabled the inhabitants 
of any town to establish a free school, and to tax all the prop¬ 
erty holders for its support; a law under which schools became 
numerous. Pennsylvania had many private schools, but no 
educational system, previous to the revolution. In Virginia, 
little attention was paid to the education of the poorer classes, 
but the College of William and Mary was established in 1692. 
Maryland passed an act, as early as 1723, for erecting schools 
in the several counties. The southern colonies, generally, had 
not succeeded in establishing public schools previous to the 
revolution, though numerous private schools existed, and a 
larger proportion of the people were instructed than in 
the mother country. It may, in brief, be stated that so far 
from retrograding toward barbarism, the people of the thirteen 
British colonies, previous to their independence, were securing 
for their children more education than the people of any other 
contemporaneous country, and this was exceptionally and 


333 


remarkably true of New England, whose population was better 
educated than any other in the world. Subsequent to the 
revolution, education received a great impulse in the new 
nation. By the new constitution it was understood that the 
encouragement and support of schools was not to be under¬ 
taken by the nation, but left to the states, associations, and 
private enterprises. The statesmen of those days were ardent 
in the encouragement of popular education. It is interest¬ 
ing to note the rapid increase of educational provisions so 
soon as the people began to rally from the debt, and poverty, 
and distress produced by the war. Academies and colleges, 
dependent on private benefactions and charges for tuition, 
were multiplied and enlarged in a ratio more rapid than the 
increase of population, and nearly all of the states, old and 
new, seemed to vie with each other in the provisions made by 
law for the encouragement of education. The New England 
states, including Vermont and Maine, admitted after the revolu¬ 
tion, by adopting systems of public schools, brought the priv¬ 
ileges of gratuitous education in reading, writing, arithmetic, 
and the discipline of schools within the reach of ever)^ house¬ 
hold. New York at first encouraged private schools, and in 
1785 created a Board of Begents of the University of New 
York, whose chief function, for many years, was to encourage 
academies and colleges. But in 1765, under the leadership of 
Governor George Clinton, common schools of the New England 
type were greatly encouraged. Pennsylvania and New Jersey 
both adopted similar systems. The new states of the north¬ 
west were anxious to attract emigrants and to provide for 
the future good by similar systems, and flourishing common 
schools soon became the rule throughout these states. 

607. Provision for Maintenance of Schools. —As the public 
schools in the older states gradually accrued into a system, it 
was found at first that the “school district,” or part of a town¬ 
ship, usually constituted the unity, and exercised some functions 
of self-goverment; subsequently, in many states, these were 
grouped together, and the township constituted the unity, or 
political organization, with power to select the appropriate 
officers to manage the schools. Most of the states have educa¬ 
tion funds in aid of the public schools, distributed to the 


334 


schools in compliance with certain conditions, which usually 
require the existence of some set supervisor, under the direc¬ 
tion of state boards of education, with some executive officer, 
or state superintendent of education, now usually elected by 
popular vote. The various school funds, so called, have had 
different origins, though most of them have come from the 
grant of lands by the states, for this purpose, or by the grant 
of one thirty-sixth of all the land in the states admitted to 
the Union since 1785. In 1848, the United States granted 
another thirty-sixth of the land for schools, so that, since 
then, all the states admitted have had one-eighteenth of the 
land thus appropriated. In some instances each county has 
been permitted to collect and expend the result of the sale of 
these school sections of land. But the state has usually borne 
the expense of selling and collecting the money for school 
lands, and has charged itself with the proceeds, the result of 
which is called a state educational fund, the annual interest of 
which is expended by the state for public schools, though in 
fact, the fund has another existence. It is but an indirect way 
of making a permanent pledge, or law, that a certain sum shall 
be annually expended forever, for public schools, the first 
proceeds of the sale of the schools lands being usually expended 
by the states for various other public purposes. These funds 
for public schools, in the several states, already exceed 
$100,000,000. In addition to the income of these funds, so 
collected, state school taxes are raised, and in some instances, 
local county, city, village, and township taxes. The custom 
of charging the parents of pupils directly is almost unknown 
in the United States, in what are called the public schools. 
The practice is rapidly growing of maintaining a large public 
union school in every considerable village, in which several 
teachers are employed, and the pupils graded in classes, 
through which they advance on examination. In some cases 
a separate high school is maintained. Graduates from the 
high schools are admitted to universities founded and main¬ 
tained by the state, and to some of the private, or church 
universities, on showing certificates of graduation. In the state 
universities, the education is nearly, if not quite, free for 
students who reside in the state. In the most of these 


335 


universities, students of both sexes are admitted, on the same 
conditions, to all university privileges. This condition of 
things is, in fact, rapidly becoming common in all the colleges 
of the northern states of the Union, and in a short time we may 
expect to see coeducation quite generally adopted. 

608. Education in the Southern States. —In the states which 
engaged in secession, any system of education intended to 
reach all classes of society has met with peculiar difficulties. 
The reason for this, in many cases, is that, throughout the 
rural districts, the white population is so widely scattered that 
the admirable system known by us as the public-school system 
is rendered practically impossible for large sections of the 
country. The consequence is, that in some of the states 
many, even of the whites, have but the merest rudiments of 
an education. Until after their emancipation, the black people 
of the south were universally illiterate. Of late years, this 
condition of things is rapidly improving. Many of the southern 
states have adopted excellent systems of public schools, and, 
they are, in many instances, being worked with much success. 
A great difficulty experienced in bringing to perfection the 
public-school system in the several states is that in some states 
no law exists, compelling the attendance of all children during 
a definite portion of the school age. Many of the states have 
enacted such a law, with varying degrees of success in its 
enforcement. In 1867, Mr. George Peabody, a wealthy Amer¬ 
ican banker, who resided in London, England, gave $1,000,000 
to aid in creating public-school funds in the southern states. 
The fund, so generously given, and since greatly enlarged, has 
been wisely used. The result has been most salutary in all the 
southern states. The National Bureau of Education was estab¬ 
lished by law in 1867. The annual reports of the commissioner 
are the most valuable summaries of educational information 
published in America, and are not surpassed by any in the 
world. 

609. Tendency of American Educational Methods. —Ameri¬ 
can educational methods tend to the formation of a robust 
character, and to the laying of solid foundations for a success¬ 
ful career and a useful life. 


336 


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610. Tables of Statistics. —The table given on the following 
page shows the amount and the per-capita expenditure in cer¬ 
tain states for each pupil, as well as the total expenditure. 
These statistics are based on the population as given by the 
census of 1890. A cursory examination of the table will soon 
discover that Nevada has the greatest per-capita expenditure 
based on enrolment, and that North Dakota comes next, with 
Rhode Island as third ; while South Carolina, on the other 
hand, has the least per-capita expenditure, Georgia next, and 
Mississippi third. 
















States. 

Teachers’ 
Wages, Etc. 

Total 

Expenditures. 

Per-Capita 
Expenditure 
for Pupils. 

Georgia. 

$ 967,590 

$ 967,590 

$ 2.83 

Illinois. 

8,929,419 

11,288,529 

14.50 

Maryland . 

1,743,234 

1,910,663 

10.37 

Michigan . 

4,481,715 

5,446,416 

12.75 

Minnesota . 

3,309,127 

4,033,516 

14.31 

Mississippi . 

1,003,832 

1,097,916 

3.41 

Nevada. 

542,011 

626,946 

17.64 

North Dakota . 

139,167 

149,513 

20.21 

Rhode Island. 

707,863 

917,990 

17.39 

South Carolina. 

418,965 

460,260 

2.37 

Wisconsin . 

3,078,917 

3,711,286 

10.59 


Statistics of Universities and Colleges in the United States. 


Institutions . 484 

Professors and instructors. 

Preparatory departments. 2,920 

Collegiate departments . 7,061 

Professional departments 3,328 

Total number. 12,277 

Students. 

Preparatory departments.. 47,014 

Collegiate departments . 68,629 

Graduate departments. 

Resident. 3,756 

Non-resident. 917 

Professional departments . 25,438 

Total number in all departments. 

Male. 118,140 

Female. 41,232 

Total 159,372 


Statistics of Universities and Colleges in the United States. 


Income in 1895-96. 

From tuition fees . .$ 6,685,097 

From production funds . 5,241,358 

From U. S. government, state, or municipal appro¬ 
priations. 3,676,481 

Total income. 17,918,174 

Libraries (bound volumes) . 6,453,677 

Value of scientific apparatus . 15,986,780 

Value of grounds and buildings . 118,106,655 

Productive funds . 109,562,433 

Benefactions . 8,342,728 























































338 


611. What These Figures Mean.—These figures show that 
the people of the United States, the most progressive on earth, 
are making enormous financial sacrifices to extend the blessings 
of enlightenment to all classesandconditionsof their citizenship. 
But, notwithstanding all efforts and sacrifices, there had been 
left a field practically unenlightened by the rays of industrial 
education’s light. The great majority of children are called 
away from school before they have acquired anything save the 
merest rudiments of mental training. Thousands are, by the 
cruel exigencies of life, summoned from school before having 
completed their twelfth year; tens of thousands before their 
fifteenth year; and few, indeed, comparatively, ever attend a 
school of any kind after their sixteenth year. This means 
that a countless multitude of our young people have, by means 
of any ordinary system within reach, no chance whatever of 
obtaining a useful education, fitting them to become honorable 
members of society ; to fill the stations for which natural gifts 
had qualified and legitimate ambitions incited them to look. 
Here appears The International Correspondence system of edu¬ 
cation, unique, complete, thorough, and masterful, inviting all 
of this vast multitude to obtain their needed industrial education. 
What a boon to society and to humanity at large ! 


POVERTY NO BARRIER. 


612. Self-Culture Incumbent Upon All. —“Every person 
has two educations, one which he receives from others, and 
one, more important, which he gives to himself.”— Gibbon. 

“Is there one whom difficulties dishearten—who bends to 
the storm? He will do little. Is there one who will conquer? 
That kind of man never fails .”—John Hunter. 

“The wise and active conquer difficulties by daring to 
attempt them ; sloth and folly shiver and shrink at the sight of 
toil and danger, and make the impossibility they fear.” — Rowe. 

Self-culture is incumbent upon every man. This obligation 
implies the taking of the best available means to secure its 
fulfilment. To those for whom it has been designed, The 




339 


International Correspondence Schools system offers a splendid 
opportunity of fulfilling their first duty to themselves, to 
home, and to country. 

613. Self-Gained Knowledge.—“The best part of every 
man’s education” said Sir Walter Scott, “is that which he 
gives to himself.” The late Sir Benjamin Brodie delighted 
to remember this saying, and used to congratulate himself 
on the fact that, professionally, he was self-taught. But this 
is necessarily the case with all men who have acquired dis¬ 
tinction in letters, science, or art. The education received at 
school or college is but a beginning, and valuable, mainly, 
inasmuch as it trains the mind and habituates it to continuous 
application and study. That which is put into 11 s by others is 
always far less ours than that which we acquire by our own 
diligent and persevering effort. Knowledge, conquered by 
labor, becomes a possession—a property entirely our own. A 
greater vividness and permanency of impression are secured; 
and facts thus acquired become registered in the mind in a 
way that mere imparted information can never effect. This 
kind of self-culture also calls forth power and cultivates 
strength. The solution of one problem helps the mastery of 
another; and thus knowledge is carried into faculty. Our 
own active effort is the essential thing ; and no facilities, no 
books, no teachers, no amount of lessons learned by rote, will 
enable us to dispense with it. 

614. Dr. Thomas Arnold.—The best teachers have been 
the readiest to recognize the importance of self-culture, and of 
stimulating the student to acquire knowledge by the active 
exercise of his own faculties. They have relied more upon 
training than upon telling , and sought to make their pupils 
themselves active parties to the work in which they were 
engaged ; thus making teaching something far higher than the 
mere passive reception of the scraps and details of knowledge. 
This was the spirit in which the great Dr. Arnold worked; he 
strove to teach his pupils to rely upon themselves, and develop 
their powers by their own active efforts, the teacher himself 
merely guiding, directing, stimulating, and encouraging them. 
“I would far rather,” he said, “send a boy to Van Diemen’s 


340 


Land, where he must work for his bread, than send him to 
Oxford to live in luxury, without any desire in his mind to 
avail himself of his advantage.” “If there be one thing on 
earth,” he observed on another occasion, “ which is truly 
admirable, it is to see God’s wisdom blessing an inferiority of 
natural powers, when they have been honestly, truly, and 
zealously cultivated.” Speaking of a pupil of this character, 
he said, “ I would stand to that man hat in hand.” Once at 
Laleham, when teaching a rather dull boy, Arnold spoke some¬ 
what sharply to him, on which the pupil looked up in his face 
and said, “Why do you speak angrily, sir? Indeed , I am 
doing the best I can.” Years afterwards, Arnold used to tell 
the story to his children, and added, “ I never felt so much in 
my life—that look and that speech I have never forgotten.” 

615. Labor and Intellectual Culture. —From the numerous 
instances, already cited, of men of humble station who have 
risen to distinction in science and literature, it is obvious 
that labor is by no means incompatible with the highest intel¬ 
lectual culture. Work, in moderation, is healthy as well as 
agreeable to the human constitution. Work educates the body, 
as study educates the mind ; and that is the best state of 
society in which there is some work for every man’s leisure, 
and some leisure for every man’s work. Even the leisure 
classes are, in a measure, compelled to work, sometimes as a 
relief from ennui, but, in most cases, to gratify an instinct 
which they cannot resist. Some go fox-hunting in the English 
counties, others grouse-shooting on the Scotch hills, while 
many wander away every summer to climb mountains in 
Switzerland. Hence the boating, running, cricketing, and 
athletic sports of the public schools, in which our young men 
at the same time so healthfully cultivate their strength, both of 
mind and body. It is said that the Duke of Wellington, once 
looking on at the boys engaged in their sports on the playground 
at Eton, where he had spent many of his younger days, said, 
“ It was there that the battle of Waterloo was won ! ” 

616. A Poor Boy Who Founded a University. —Years 

ago a poor boy came to Boston from Cape Cod, and all he had 
was four dollars, and a determination to be somebody. After 


341 


a fruitless attempt to find an opening, he determined to make 
one. One night he borrowed a wheelbarrow, and at three 
o’clock the next morning the lad boarded an oyster smack, 
fie bought a barrow load of oysters, wheeled them three miles 
to the city, and on a board placed across two barrels, on a 
street corner, started in business for himself. Besides the 
oysters, his stock in trade consisted of six plates, six iron 
forks, and a three-cent pepper box. He sold his oysters, and 
the next morning at three o’clock he was again at the smack 
with his wheelbarrow. After he had saved one hundred and 
thirty dollars, he bought a horse and a cheap wagon, and 
began to peddle fish and oysters. Probably not one who will 
read this story but has a much better chance for distinction 
than had this poor boy, Isaac Rich, who not only became a 
noble citizen, but left over a million dollars to found Boston 
University, which has already given a liberal education to 
hundreds of poor boys and girls. 

617. Admiral Sampson. —Admiral William Thomas Samp¬ 
son has risen, by force of merit, from very humble life. He 
was born in Palmyra, New York, February 8, 1840. His 
father was a day laborer, sawing wood from house to house 
during the winter; and “ Billy ” trudged along with him, split- 
ing and piling up the wood. He attended the common schools 
when he could. Something in the youth must have been 
promising, for “Squire Southwick” secured him a position at 
the Naval Academy, and he was graduated first in his class. 
His promotion in the navy has been rapid. He was on the 
“ Patapsco ” when she was destroyed in Charleston harbor, in 
1865. Pie has been in the European Squadron, and in the 
Asiatic Squadron. In 1886, lie was made Superintendent of 
the United States Naval Academy. Admiral Sampson owns 
the famous Mormon Hill farm, upon which is the hill where 
Joseph Smith dug, as he alleged, the golden plates from which 
the Book of Mormon was printed. George Sampson, his enter¬ 
prising brother, works the farm for the commander. 

618. Winfield Scott Schley. —Winfield Scott Schley was a 
Maryland boy, from Frederick County, born October 9, 1839. 
Graduated at the United States Naval Academy in 1860, 


342 


he was attached to the “Niagara” and the “Potomac”; 
and was on the gunboat “Winona,” and on the sloops 
“ Monongahela ” and “Richmond,” during all the engage¬ 
ments which led to the capture of Port Hudson. In 1865, he 
was in Chinese waters, quelling an insurrection on the Chincha 
Islands, and that same year in service at San Salvador. He 
was an instructor at the Naval Academy from 1866 to 1869; 
served on the Asiatic Squadron from 1869 to 1872, and aided in 
the capture of the Corean forts in 1871. lie was promoted to 
the rank of commander in June, 1874. From 1876 to 1879 he 
was on the Brazil station. In 1885 he was commissioned chief 
of equipment and recruiting at the navy department. 

During a cruise of the “Essex,” Schley sailed to the South 
Shetland Islands in search of a missing whaler, and rescued a 
shipwrecked crew on the islands of Tristan d’Acunha. In the 
Valparaiso episode it was Schley, then in command of the 
“ Baltimore,” who maintained the dignity of the United 
States. But his great exploit was his expedition in search of 
Greely and his companions, whom he found and rescued at 
Cape Sabine, in Grinnell Land, passing, during the voyage, 
through fourteen hundred miles of ice. In March, 1884, he 
was ordered to take the “Thetis,” “Bear,” and “Alert,” and 
proceed to the Arctic waters to find and rescue Greely. On 
August 1, of the same year, he entered Portsmouth harbor, and 
brought with him Lieutenant Greely and the six survivors of his 
expedition. Two thousand American sailors welcomed them. 

619. “Fighting Bob Evans.”—Captain Evans was born in 
Virginia, in 1846, and “ during his boyhood broke colts, shot 
rabbits, and attended such schools as the mountains of Vir¬ 
ginia in those days afforded.” In 1855, at the death of his 
father, he went to live with his uncle in Washington, D. C., 
where he attended Gonzaga College. 

With two hundred dollars and a navy revolver, he started 
for Salt Lake City, which he reached after a hard passage, and 
being shot twice by Indians. In 1860, he joined his class at the 
Naval Academy, Annapolis, and afterwards, during the war, 
served as a midshipman and ensign. He served on board the 
frigate “Powhatan,” in the flying squadron, under Admiral 
Lardner, and also in the Gulf of Mexico, under the same 


officer, and afterwards in the North Atlantic under Admiral 
Porter and Commander Schenck. During this sea service he 
took part in the capture of Fort Fisher. 

A forlorn hope, made up of volunteers from the fleet, was sent 
against the hitherto impregnable works, and “ Fighting Bob,” 
yet a mere lad, was one of the volunteers. It was one of the 
most desperate and sanguinary assaults of the war. When it 
was over the young midshipman lay in the corpse-piled trench 
at the foot of the breastworks, wounded in four places, and 
half strangled beneath the dead and dying. He had been shot 
through both legs, and received two slighter wounds in the 
body. He narrowly escaped laying down his life at the begin¬ 
ning of the game on that bloody beach under the guns of Fort 
Fisher. From the effects of the wounds received on that day, 
he lay for months in the hospital, and was afterwards retired 
from active service. A bullet through the right knee, aided by 
bad surgery and neglect, caused a permanent stiffness of that 
joint, and a drawing up of the leg so as to render the right foot 
useless. Under these conditions, he was compelled to submit 
to another operation, performed by the celebrated Dr. Gross, of 
Philadelphia. After recovering from this operation, Evans 
was, at his own request, promptly restored to the active list. 
Soon promoted, by act of Congress, for conspicuous gallantry, 
he sailed for China on the “Delaware,” the flagship of Vice- 
Admiral Rowan. 

620. Lincoln.— Lincoln once took the office of postmaster, 
at New Salem, on purpose to get an opportunity to read all the 
papers and magazines which came to town, that being a priv¬ 
ilege of the postmaster. He thought himself rich when he 
borrowed the lives of Washington, Franklin, and Clay, and 
got possession of “iEsop’s Fables” and “The Pilgrim’s Pro¬ 
gress.” He read the Bible through and through until he could 
almost repeat it. 

621. Gladstone.— If a genius like Gladstone always carried 
a book in his pocket lest a precious spare moment escape while 
waiting for a train or a committee, what should we of common 
abilities not resort to, to save from oblivion the odds and ends 
of time which come to vary life ? 


344 


622. Joseph Cook. —When Joseph Cook was a student at 
Andover, his boarding mistress said that while the students 
were chatting and idling their time away while waiting for 
meals, he would take up a dictionary or some other book, even 
if he had only a minute, and learn something of use. 

623. Henry Wilson.— Although young Henry Wilson was 
bound out on a farm where he had to work nearly all day, and 
often after dark, yet he managed, before he was twenty-one, to 
read a thousand volumes of good books, borrowing nearly all 
of them. 

How many boys of today would be willing to get up before 
light in the morning, and work till after dark, and then walk 
for miles to borrow books from neighbors, and rob themselves 
of sleep that they might read the precious volumes? 

Wilson seized every spare moment as though it were gold, 
and made it a rule never to let an opportunity slip by unim¬ 
proved. Few boys have ever known so well the value of spare 
moments. 

624. Parker.—Theodore Parker used to get up at daybreak 
in the morning and pick blackberries to send to Boston, 
spending the money for Latin books. Before his father was 
aware of it, he had fitted himself for Harvard during odds 
and ends of time while working hard on the farm. He went 
through Harvard College with credit, although he had to assist 
on the farm much of the time, besides. 

How often we hear a youth exclaim, “It is only ten or 
fifteen minutes to dinner time—not time enough to do anything 
in.” But how many utilize these precious ten or fifteen 
minutes, learning a piece of poetry, or treasuring up some bit 
of knowledge which may prove useful in after life! 

What young man is so busy as not to be able to get one hour 
a day for self-culture, self-improvement ? And yet, think of 
what an hour a day, conscientiously devoted to study, would 
do for one in ten years. Regularly and systematically used, 
it would give the equivalent of a high-school education. 

625. Robert Collyer. —Among the men commanding the 
highest regard in America is one who originally brought his 
wife to America as a steerage passenger, and who worked at 


345 


the anvil in Pennsylvania for nine years. This boy became 
the distinguished Robert Collyer, one of the foremost preachers 
of America. Who then can say—“ I have no chance ! ” 

626. The Stress of Poverty. —Who shall estimate what 
want has done for the world ? It found Homer wandering on 
the shores of Greece, and made him sing the Iliad of all time. 
It found Shakespeare holding horses at the theater door, and 
wrung from him the immortal Plamlet. It found Poussin 
painting signboards on the road to Paris, and made him one 
of the greatest artists of his time. It found Chantry driving 
a donkey with milk cans on its back to supply his mother’s 
customers, and made him one of the greatest sculptors of 
the century. It found Whitefield blacking boots for Oxford 
students, and made him the greatest preacher of his age. It 
found Kitto making shoes in the poorhouse, and made him the 
greatest Oriental scholar of his day. 

627. The Advice of Jeremy Taylor. —“Avoid idleness,” says 
Jeremy Taylor, “and fill up all the spaces of your time with 
severe and useful employment; for lust easily creeps in at those 
emptinesses where the soul is unemployed, and the body is at 
ease ; for no easy, healthful, idle person was ever chaste, if he 
could be tempted ; but of all employments, bodily labor is the 
most useful, and of the greatest benefit for driving away the 
devil.” 

628. Andrew Carnegie. —About fifty years ago, with nothing 
to start with save a pair of willing hands, a lofty ambition, 
pluck, and a determination to succeed at all hazards, a Scotch 
boy came to America to push his own way in the world. His 
father had been a molder in a pottery in Scotland, and the boy 
was set to run a little dummy engine in a dirty cellar in Pitts¬ 
burg. His scanty earnings went to help take care of the poor 
family. 

He was determined he would not always tend a dummy 
engine. One day he went to Robert Brooks, manager of the 
city telegraph office, in Pittsburg, and asked him for a situa¬ 
tion. The manager was pleased with the bright, tow-haired, 
round-faced lad, and gave him work as a messenger boy, at 
two dollars and a half a week. 


346 


629. He Studies Telegraphy.—He teased Mr. Brooks until 
he taught him the alphabet on the telegraph instrument, and 
with a little clicker in his pocket, he ran about the streets, 
working away at the alphabet, and thinking of the day when 
he would himself manipulate the wonderful key. He knew 
very little about books, and had had very little schooling. 

Andrew Carnegie, although so young, felt that if he was ever 
to amount to anything in the world, he must have an educa¬ 
tion. He read and worked, worked and read, allowing nothing 
to escape his attention which could help him make his way in 
the world. Before he was fifteen he had become an expert 
operator, and had a place in the telegraphic department of the 
Pennsylvania railroad. 

630. He Studies Railroading. —He began to study railroad 
matters, making himself familiar with every department, as 
far as possible, while working busily. Up to this time no one 
had ever dreamed of running trains in opposite directions, 
towards each other, directing them by telegraph, one train 
being side-tracked while the other passed. The boy studied 
out a train-dispatching system, afterwards used on every single- 
track railroad in the country. Nobody had ever thought of 
this system before, and the officials were so pleased with the 
ingenious lad that they placed him in charge of a division 
office, and before he was twenty made him superintendent of 
the western division of the road. 

631. He Sees His Fortune in Sleeping Cars. —A tall, spare, 
farmer-looking man came to him one day when he was sitting 
on the end seat of the rear car of the train, looking over the 
line. “ He said that he had been told by the conductor that I 
was connected with the company,” declares Carnegie, “and 
that he would like to have me look at his invention. He drew 
from a green bag a small model of a sleeping berth for railroad 
cars. He had not spoken a minute when, like a flash, the 
whole range of the discovery burst upon me. ‘Yes, that is 
something,’ I said, ‘ which this continent must have.’ ” 

Mr. Carnegie adds : “ I could not get that sleeping car out 

of my head. Upon my return, I laid it before Mr. Scott, the 
president of the road, declaring that it was one of the 


347 


inventions of the age. He remarked, ‘You are enthusiastic, 
young man, but you may ask the inventor to come and let me 
see it.’ I arranged for Mr. Pullman to see Mr. Scott. Arrange¬ 
ments were made to build two trial cars, and run them over the 
Pennsylvania road. I was offered an interest in the venture, 
which I gladly accepted.” 

632. His First Note.—“Everything went on very satis¬ 
factorily until the notice came that my share of the first pay¬ 
ment was $217.50. How well I remember the exact amount, 
but $217.50 was as far beyond my means as if it had been 
millions. I was earning fifty dollars a month, and had pros¬ 
pects, or at least I always felt I had. I decided to call upon the 
local banker, Mr. Loyd, stating the case, and boldly ask him 
to advance the sum upon my interest in the car. He put his 
hand on my shoulder and said, ‘ Why of course, Andie, you’re 
all right. Go ahead ; here’s the money.’ It is a proud day for 
a man when he pays his last note, but not to be compared with 
the day in which he makes his first one, and gets a banker to 
take it. I paid my first note from my savings.” 

633. The Columbia Oil Company. —Carnegie saved his 
money, and, with his brother Thomas and a third partner, 
bought a large tract of land in Pittsburg, at a low price. Three 
years later, while digging a well near this big farm, some one 
struck oil, which flowed out of the ground in such quantities as 
to surprise everybody. The strange fluid was tested, and found 
to be far superior to the old-fashioned oil, or to wax candles, 
for lighting purposes. It was called “ kerosene.” 

The three organized the Columbia Oil Company. The first 
year’s output was 20,800 barrels. The first two and a half 
years’ dividends amounted to 130 per cent, of the capital. The 
total value of the output upon this farm, which cost thirty-five 
thousand dollars, has been upwards of ten millions. 

The Standard Oil Company bought the farm for sixty thou¬ 
sand dollars, and the boys had twenty thousand dollars apiece. 
What a fortune for a boy who began tending a dummy engine 
in a cellar! But the Carnegie boys did not lose their heads. 
They put part of their fortune in the bank, and part into iron¬ 
smelting furnaces, in Pittsburg. 


348 


634. He Studies the Iron Industry. —Andrew was not yet 
satisfied with his attainments, although his companions called 
him rich, and thought him foolish for making a drudge of 
himself with such a fortune. He kept on thinking, observing, 
planning, working. Pie studied the iron business in all its 
phases. In 1868, he went to England and Scotland, where his 
keen observation caught an idea from the fact that the English 
railroads were using steel rails, while all the American roads 
used iron ones. In developing this idea he made millions. 

635. A Shoemaker’s Boy Who Became a Great Naturalist.* 

In 1820, a boy of fourteen was apprenticed to a shoemaker in 
Brattleboro, Vt. He had at that time received only such an 
education as the common school could give. He resolved, on 
going to his trade, to read and study one hour each day. At 
nineteen, lie had mastered the whole course of Hutton’s 
mathematics, and had gained some knowledge of astronomy 
and the natural sciences. Becoming dyspeptic from too close 
confinement to his bench, he was advised by Hr. Willard 
Parker to walk one hour every morning and evening in the 
fields, and study botany. He did so, and became intensely 
interested in botany. Sending to London for a standard work 
on this study, he found, on its arrival, that it was written in 
Latin. He bought a grammar, and in six months could read 
his new book. In the same manner he mastered French and 
German. At 45 years of age, his knowledge of scientific 
studies caused him to be widely known. Dartmouth and 
Middlebury Colleges gave him the degree of A. M. At that 
time it was said of him, “In mathematics he has made such 
attainments that it is doubtful whether there are ten mathe¬ 
maticians in the United States who are capable—in case of his 
own embarrassment—of lending him any assistance.” He 
devoted a portion of every day (Sundaysexcepted) to the study 
of languages and sciences, and at the time of his death, in 1880, 
was well versed in geology, mineralogy, entomology, zoology, 
conchology, and meteorology. He published several works, 
but for over half a century continued his making of boots and 


* These incidents, duly vouched for, appear in the columns of “ Success,” 
a New York n onthly of great repute. 



349 


shoes in Brattleboro. His shop was spoken of as “the place of 
lasts and Latin.” This learned shoemaker was Charles C. 
Frost. The secret of his success was diligence.— The Rev. P. 
S. Weston, Natick, Mass. 

636. How a Bright Boy “Dug Out” Success.—A boy left 
a rustic home at thirteen, equipped for life’s battle with what 
instruction he got at his mother’s knee and one session’s 
schooling at a country academy. He arrived in a strange city 
with five dollars and an open, honest face, as his sole capital. 
A week later he was working as office boy for an insurance 
company, on a salary of twenty dollars a month. His bright 
appearance secured the position for him. In thirty days he was 
promoted to a collectorship, and his pay increased to twenty- 
five dollars. Though unsophisticated, and surrounded by the 
horrors of a city and the degradation of a boarding house, he 
very soon learned to discriminate between good and bad influ¬ 
ences. A specialty appeared to him to be the surest and best 
way to earn a living, and with this object in view he took up 
shorthand by the “dig-out” process, and studied, in connec¬ 
tion with it, spelling, and the meaning of words. This boy is 
now twenty-three. He is an expert amanuensis, receives a fine 
salary, and has the confidence of his employers.— C. L. Nash, 
Memphis, Tenn. 

637. A Heroine in Humble Life.—In the fall of 1888, a 
young girl of southern birth, and only such education as could 
be taught her by an invalid mother (she being the oldest of 
three children), was reduced to poverty at the death of her 
father. The family moved to Cincinnati, Ohio, and this girl 
who, though not yet out of her teens, was then the head of the 
family, began the struggle for existence. Borrowing her tui¬ 
tion fee, she entered the Cincinnati School of Phonography, 
and, after graduating, found employment with a mercantile 
house, at a small salary. By doing a good deal of miscellaneous 
reporting, and taking many lectures in shorthand, she earned 
enough to educate a sister, care for her mother, and help a 
brother through a medical college. He is now a practising 
physician. This brave girl now has a position which pays her 
a handsome salary.— J. E. C., Cheyenne, Wyo. 


\ 


350 


638. A Street Waif’s Rise in Life. —In one of the most 
uncleanly and ungodly places, a boy was born twenty-two 
years ago. His father was immoral and worthless. His 
mother was unclean and ungodly. His birthplace was the 
abode of filth. The child was blind in one eye. There seemed 
to be no star of hope in the firmament for him. The boy grew 
up, a street urchin. He had but a meager chance of education, 
but was endowed with a mind superior to the minds of his 
parents. He attended a Sunday School class, and was imbued 
with the divine injunction, “Honor thy father and thy 
mother.” He did so, regardless of their immoral and uncleanly 
condition. Animated with a desire to earn something, he 
became a bootblack. At times, when other boys were wasting 
their hours in idleness, he was applying himself to the study 
of stenography and typewriting. He was made the official 
reporter of a court. He is now married, earning a nice 
living, and surrounded with the comforts of life. A desire 
to succeed, combined with energy, patience, perseverance, 
inflexible will, honesty, and determination, have crowned his 
efforts with victory.— W. II. Paynter. 

639. Won After Thirty Years of Toil.—I have noted many 
examples of personal achievements that impressed me, but 
none so strikingly as the one nearest home. Away back in the 
early sixties, a young man with not a dollar of his own, and 
equipped with only the rudimentary learning of two years in 
a primitive college, began life for himself. He assumed the 
purchase of a large farm, and everything plastered with 
mortgages, began the battle. Soon he married, and for thirty 
years he toiled and accomplished, facing adversity and reverses, 
with never a word of complaint or a thought of failure ; 
educating a family of nine children, and all the while keeping 
at the forefront of his chosen profession of horticulture, until, 
finally, the mortgage was lifted and the farm free. He gave 
thirty years of steady, unremitting effort, often in the face of 
seemingly inevitable failure.— R. C. F., Alton , 111. 

640. A Plowboy’s Path to Honor. —My man of marked 
success lived, forty years ago, on a farm of Western Virginia. 
He was the oldest son of a large family, the father being an 


351 


invalid. The boy, on entering his teens, was of slight build. 
The plow and the hoe, the mattock and the axhandle, chapped 
the tender hands. He attended a subscription school occasion¬ 
ally, and a Sabbath School in the little log church, while a 
sermon, quarterly, nourished his mind. The few books of 
his home were thoroughly read. He sold Bibles and religious 
books to the neighbors, with the profits of which he bought 
new books. His first school marked the successful teacher—a 
student, a thinker. Today he is in the front rank of stalwart 
leaders, a fine speaker, a writer of repute, and a regent of 
the University of West Virginia. Always busy, his services 
are in constant demand, and he is a successful financier. He 
is a noble son of noble parents. His ambition was upwards, 
and his aspirations elevated him above his conditions. He 
hated the vile and the mean, and had right ideas, industry, 
and pluck. His early privations gave him the very keenest 
appetite. He studied his body, and won good health. He 
had a manly nature, and a masterly spirit, appropriating and 
making opportunity.— TV. P. TV., Nineveh , Pa. 

641. A Triumph of Pluck and Perseverance. —The life of 
Weston Lewis gives the most striking instance of a successful 
life that I can present. He was born in 1834, in Hingham, 
Mass. His father was a poor man. Weston was next to the 
youngest of five children, and had to go to work at fourteen 
years of age. At sixteen, he secured a position in a wholesale 
dry-goods house in Boston, at a salary of fifty dollars a year. 
He worked early and late, faithfully and diligently, mastering 
every detail of the business. His determination and persever¬ 
ance triumphed over every obstacle, and at the age of twenty- 
one, Mr. Lewis was a member of the firm. He became a power 
in business circles. He was one of the founders of the Boston 
Merchants’ Association, and its president for many years ; 
served several terms as alderman, was president of the Manu¬ 
facturers’ National Bank, and held many offices of trust and 
responsibility. This was what honesty, determination, ener¬ 
getic perseverance, and courtesy made of a poor boy who had 
not the valuable help, at the start, of a good education or 
wealthy parents or friends .—Harold G. Hutchins , Hingham 
Center , Mass. 


642. The Career of Elisha Gray, Inventor.— On November 
15, 1878, his Highland Park fellow citizens gave a banquet to 
Elisha Gray, inventor of the telephone. Mr. Gray’s parents 
were Quaker farmers in Belmont County, Ohio. His father, 
David Gray, died when Elisha was twelve years old. The boy 
was apprenticed to a blacksmith and mastered the trade, but 
his young arms were not yet strong enough for the work. He 
became a carpenter, which trade he continued until of age. 
Ambitious of an education, he entered Oberlin College. With 
hammer and saw he paid his way, and incidentally invented 
many appliances for the laboratory. He was graduated with 
high honors. 

A minister or a farmer?—that was the question. His delicate 
health precluded the first; he decided on the farm ; but his 
mind ran on inventions rather than crops. In his chamber 
he made his first important invention, a self-adjusting telegraph 
relay, which brought him into connection with the officers of 
the Western Union Telegraph. He perfected the typewriting 
telegraph, telegraphic switch, and telephonic annunciator. 

643. His Inventions.— In 1874, he made a machine which 
transmitted musical tones by wire, an invention which he dis¬ 
played in America and Europe. He was made Chevalier of the 
Legion of Honor; but, as he playfully remarked, “creditors 
sent in their bills just the same.” This last invention sug¬ 
gested the telephone, for which he filed application, February 
23, 1875. 

Professor Bell applied for a patent on a somewhat similar 
invention two days later. Professor Gray “insists that there 
is not a man drawing a dividend from the modern telephone 
who does not owe him something.” 

Ilis inventions are many and important. In 1875 and 1876, 
he obtained eight important patents, which, in different ways, 
have been put into other hands. For several of these he 
received considerable amounts. Once he spent a year on a 
single telephonic improvement, which was “grabbed upon 
sight” for $50,000. He sent his family to Europe, lavished 
money on statuary and art treasures, and made a luxurious 
home. His money was soon gone, and extravagance followed 
by extreme want. 


353 


a 


At another time he made a hit with mining machinery, 
which brought him $60,000. He spent a year in improving 
a bicycle lamp, which was sold for a fraction of its value to 
enrich another. 

It is said that the invention of the telautograph cost him six 
years’ labor. He thinks it is eventually to be of immense ser¬ 
vice in telegraphy. This invention he has thus far managed to 
hold in his own name. 

Professor Gray is sixty-three years of age. His inventions 
have made a number of millionaires, while he himself is 
reported poor. 

But the wheel of fortune has many a turn, and does not always 
leave one at the bottom. There is every reason for the hope 
and belief that the next revolution may give this talented man 
his true place among the world’s great inventors. 

644. From Night Watchman to Railroad Manager.—“I 

expect to be superintendent, in due time,” said a youth. But 
there was not much likelihood of it, when he made the auda¬ 
cious remark : for he was only a station-agent at a small railroad 
stopping-place, Salem Crossing, now Otis, Indiana. This quiet 
bit of boasting was done to some boys who were joking him on 
the fact that two division superintendents had been graduated 
from that obscure station, and they put the natural, quizzical 
inquiry—“Are you in line, Bill?” “Bill” was in line, and 
he told them so. He was ambitious, felt his “eagle wings” 
growing, and was sure he should rise. 

He achieved his ambition. At last accounts it was heralded 
that he would probably be one of the general managers into 
whose hands the Lake Shore and Nickel Plate Railroads would 
be placed. 

645. William H. Canniff.—General Manager William H. 

Canniff, of the Lake Shore and Michigan Southern Railroad, 

was born in Litchfield, Michigan, October 22d, 1847, and is, 

therefore, fifty-one years old. His education was received 

at the common schools. At sixteen, he began practical 

railroad life, accepting employment as night watchman at 

Osseo, Michigan, on the Lake Shore and Northern Indiana 

Railroad. He sawed wood in the depot at Pittsford. He learned 
12 


354 


telegraphy and other railroad business. His first promotion 
was to be station agent at Trenton, on the Detroit branch of 
the company for which he worked. When the Union Pacific 
Railroad was opened, he took charge of a station at Lone Tree, 
Nebraska ; but there he felt too much like a “ lone tree” in 
the new country, and returned to work on the Lake Shore and 
Michigan Southern Railroad. 

In 1865, Mr. Canniff was appointed a station agent for that 
road at Trenton, Michigan, and in 1868 made joint agent 
for the Louisville, New Albany and Chicago, and the Lake 
Shore and Northern Indiana Railroads, at Salem Crossing. In 
1872, he became trackmaster of the Kendalville division of the 
Lake Shore Railroad, serving until 1879, when he was trans¬ 
ferred to the Chicago division, in the same capacity. 

In the summer of 1880, Mr. Canniff was promoted to the 
superintendency of the Lansing division of the Lake Shore 
Railroad ; a year later his jurisdiction was extended over the 
Detroit, Hillsdale, and Southwestern, and the Fort Wayne 
and Jackson Railroads. This position he held until 1888, when 
appointed assistant general superintendent of the entire Lake 
Shore system. 

January 1, 1892, Mr. Canniff was promoted to the general 
superintendency, and on March 1, 1896, selected to fill the 
office of general manager, which he has since held. ‘‘From a 
Country Boy to a Railroad President” would make a fitting 
title to the narrative of this Michigan youth’s bright career. 

That career has been the more startling because Canniff has 
had no “ pull ” of relationship. As a former railroad man said 
not long since, “ He is one of the very few who have acquired a 
high position in railroad life, in recent years, without being a 
relative of the railroad royal family.” Now he is general man¬ 
ager, and when he occasionally stops at the little village of Clay¬ 
ton, to visit his remaining relatives on the old farm, his private 
car stands on the track, and the newspapers make a note of it. 

646. From Newsboy to Congressman.— The life of William 
Alden Smith, the young representative from the Fifth Con¬ 
gressional District of Michigan, affords a striking illustration 
of the possibilities of America and Americans. A newsboy on 
the streets of the city of Grand Rapids twenty years ago, he is 


355 


now the honored representative of the district of which that 
thriving metropolis is the center. Formerly a page in the Michi¬ 
gan Legislature, where his impressions and ambitions received 
their first and most effective stimulus ; once the disappointed 
seeker for an opportunity to study law ; he is now the counselor 
and legal representative of large interests, and stands con¬ 
spicuous among his fellows for individual achievement and 
personal success, rivaled by few and excelled by none. 

It is related that, on his way to Lansing, the capital of the 
state of Michigan, he was three times ejected from a train on 
the Detroit, Lansing, and Northern Railroad, because of his 
inability to pay his fare, and that, finally, his persistence was 
rewarded by the conductor, who permitted him to travel to 
the place that had so much in store for this poor boy, and 
meant so much to him. Miraculous as is Dame Fortune, mar¬ 
velous as are the ways of life, singular as fate seems to be, this 
boy, within twelve years from the time he was ejected from the 
train, was appointed general counsel of that railway corpora¬ 
tion, which he has represented ever since. 

647. What Turned the Tide. —It is related that when a 
boy, he once presented himself, in response to an advertise¬ 
ment, to the newsdealer of the Grand Rapids and Indiana Rail¬ 
road, and asked for a box on a train running between Grand 
Rapids and some point to the north. He was promised the 
position, and appeared next morning to undertake the work, 
when, to his surprise, a ten-dollar forfeit was asked, if the box 
was to be turned over to him, and his inability to deposit the 
amount probably turned the tide of his fortunes to an extent 
little dreamed of at that time. His truly wonderful achieve¬ 
ment in the fall of 1897, in constructing, single-handed, a line 
of standard-gauge railroad, thirty-three miles in length, across 
the northern part of Michigan, which is now doing a thriving 
business, and has proved very profitable to its projector, could 
not have been forseen by those who forced him out of an 
employment he was at the moment eagerly seeking. 

648. Elected to Congress at Thirty-Four. —Congressman 
Smith was but thirty-four years of age, when first elected to 
Congress from one of the very best districts in the country, 


356 


of which the great furniture - manufacturing city of Grand 
Rapids is the metropolis, by a phenomenal plurality of nearly 
ten thousand, in the face of the fact that his predecessor 
had a good Democratic plurality. His campaigning triumphs 
throughout the state of Michigan are well known and recog¬ 
nized by the leaders of his party. 

During the last few years, he has spoken in many of the 
leading cities of the country, and his forensic effort before the 
Middlesex Republican Club, of Boston, where, with General 
Horace Porter, he spoke upon the great questions of the day, 
attracted much attention and favorable comment in New 
England; while his speeches before the famous Marquette 
Club, at Chicago, and the Americus Club at Pittsburg, and 
his stirring discourse at the banquet of the Tippecanoe Club 
at Cleveland, at which President McKinley was a guest, will 
long be remembered by those organizations. 

From his twelfth year he has been the constant and sole 
support of his father and mother, whom sickness had incapaci¬ 
tated at that early period of his life. The care and solicitude 
which he has shown toward them is evidenced by a handsome 
home, which he has constructed for them near his own at 
Grand Rapids, and by the frequent pilgrimages which they 
have been persuaded to make to California, in which mild 
climate their health has been partially restored, and their 
lives prolonged. 

649. Appointed to Committee on Foreign Affairs.— In the 
House of Representatives he has taken a leading position, hav¬ 
ing been appointed, during his first term, upon the committee 
on foreign affairs, one of the most important of that body. He 
has been regarded in Congress, since his first entrance, as one 
of the foremost champions of Cuban rights ; and his well 
directed efforts have been of invaluable assistance in that 
humane cause. 

He accompanied Senators Thurston, Gallinger, and Money, 
and Congressman Cummings, upon their trip to Cuba, in 
March, 1898, for the purpose of ascertaining the true condition of 
affairs there, and then modestly returned to use the informa¬ 
tion thus gained, for the advantage and benefit of the com¬ 
mittee, of which he was a member, and which was charged 


357 


with the responsibility of formulating Cuban legislation. 
Although often, after his return, invited to speak he modestly 
refused, frequently saying : “ When everything is going well, 

why should we delay it for public speech?” He has been 
active, earnest, and vigilant, insisting, from the first, on the 
independence of Cuba from Spanish rule ; and through many 
stormy scenes in the committee on foreign affairs, he finally 
pressed the word “independent” into the House resolutions, 
and then took his place loyally with the committee, advoca¬ 
ting their adoption. 

650. Receiving a Historic Pen. —Speaker Reed presented 
Congressman Smith with the pen with which he signed the 
declaration of war with Spain, April 25, the same pen being used 
by Vice-President Hobart in signing the same instrument, and 
by President McKinley in approving it. This valuable keepsake 
the young congressman proposes to preserve, and hopes that a 
treaty of peace, guaranteeing the freedom of Cuba, may also be 
soon signed with the same pen. 

Congressman Smith lives comfortably on K street, in Wash¬ 
ington, in the house built several years ago by Senator Thomas 
W. Palmer, of Michigan. His family consists of a charming 
wife, who has become a great favorite in Washington society, 
and is very highly regarded by all who know her, and a little 
son, five years old. What the future may have in store for 
William Alden Smith it would be difficult to predict; but if 
in the next twenty years he accomplishes as much as he has in 
the last twenty, his position will be honorable indeed. 

651. John Wanamaker. —John Wanamaker, the boy, had 
no single thing, in all his surroundings, to give him an advan¬ 
tage over any one of hundreds of other boys in the city of 
Philadelphia. Indeed, there were hundreds and hundreds of 
other boys of his own age for whom any one would have felt 
safe in prophesying a more notable career. But young 
Wanamaker had an inheritance beyond that of almost any of 
the others. It was not money ; very few boys in all that great 
city had less money than John Wanamaker, and comparatively 
few families of average position but were better off than his in 
the way of worldly goods. John Wanamaker’s inheritance, 


358 


« 

that stood him in such good stead in after life, was good 
health, good habits, a clean mind, thrift in money matters, 
and tireless devotion to whatever he thought to be duty. 

He went to school some, not very much ; he assisted his 
mother in the house a great deal, and around his father’s 
brickyard was very helpful, so far as a boy could be helpful 
in such hard work. But he had ambition beyond such things, 
and in 1852, when in his fifteenth year, found work with a 
publishing house at $1.50 a week. 

652. As a Salesman. —There are many people who were 
well acquainted with John Wanamaker when he was a 
book publisher’s boy. Most of them say that he was excep¬ 
tionally promising as a boy ; that he was studious, as well as 
attentive to business. Some of them declare that he used to 
buy a book, or some rich gift for his mother, regularly, with 
part of his savings. This may be partly romance—the exagger¬ 
ated remembrance that most people have of a boy who, as a 
man, cuts a notable figure in the world. Very likely he did 
buy some books, but the best information at hand shows that, 
after all, he was very much like other boys, except that he did 
not take kindly to rough play, or do much playing of any kind, 
and that he was saving of his money. He was earnest in his 
work—unusually earnest for a boy—and so when, a little later, 
he went to a Market street clothing house and asked for a place, 
he had no difficulty in getting it, nor had he any trouble in 
holding it. His effort was to be first at the store in the morn¬ 
ing, and he was very likely to be one of the last, if not the very 
last, at the store in the evening. But he did not expect credit 
for this. Men who worked with him in the Tower Hall 
Clothing Store say that he was always bright, willing, accom¬ 
modating, and very seldom out of temper. If there was an 
errand, “John” was always prompt and glad to do it. And 
so the store people liked him, the proprietor liked him, and 
when he began to sell clothing, the customers liked him. He 
was considerate of their interests. He did not try to force 
undesirable goods upon them. He treated them so that when 
they came again they would be apt to ask, “ Where is John ? ” 
There was nothing in all this that any other boy could not have 
done ; it is simply the spirit that any boy or young man 


359 


should show now, and must show if he expects to succeed 
wonderfully. Of course, this could only lead to something 
higher. An ambitious young man like John Wanamaker was 
not to be contented to sell goods all his days for other people. 
He soon became secretary of the Young Men’s Christian Asso¬ 
ciation, at $1,000 a year. In a few years he had saved $2,000, 
when, joining with a friend who also had $2,000, they decided 
to open a clothing store of their own. 

Now here was successful growth without one single outside 
influence to help the young man along. He got his first situ¬ 
ation without influence. He got into Tower Hall without 
influence. His earnestness, activity, and ability got him the 
secretaryship. He saved $2,000 while other young men, who 
perhaps had earned many times more than he, had saved 
nothing. He had made many friends among the customers of 
the old store, and he had not only made friends of many of 
the employees there, but had impressed them all with the 
feeling that there was a young man whom it was safe to tie to. 
He had also made friends among church people, and helpful 
folks generally. All of this was great capital. 

653. Step by Step Upward. —At the very outset of his store¬ 
keeping, John Wanamaker did what almost any other business 
man would have stood aghast at. He chose the best man he 
knew as a salesman in the clothing business in Philadelphia, 
and agreed to pay him $1,350 for a year—one-third of the 
entire capital of the new concern. It seemed reckless extrava¬ 
gance. And there were other employees, too, and rent to pay, 
and stock to buy ; and here went the promise of this great 
sum, just for one assistant! This move, that seemed so auda¬ 
cious, was really a very wise one ; for when the new employee 
went with Mr. Wanamaker to New York to buy goods, the 
fact of his association added credit to the young house, and so 
a little money was eked out with a good deal more of credit, 
and a very fair stock of goods laid in. This was just as 
the war began. ‘‘Oak Hall” was a success from the start. 
Possibly, under the circumstances any sort of a clothing ven¬ 
ture that had fair backing would have been a success. But no 
ordinary concern could have grown so rapidly and so health¬ 
fully as “ Oak Hall.” 


360 

654. The Spirit of Innovation. —And right here another 
characteristic of Mr. Wanamaker’s make-up strikingly mani¬ 
fested itself: he was not bound by precedent. No matter how 
time-honored a business method might he, if it did not strike 
him as the wisest, it was at once put aside. And from the first, 
he fully appreciated the importance of attracting public atten¬ 
tion. As a boy, he had published “ Everybody’s Journal,”— 
a hodge-podge of odd bits, with dabs of original matter; nota¬ 
ble then and now, mainly because it indicated the bent of the 
young mind. At “Oak Hall” the same spirit of innovation 
was continually shown. It has often been told how Mr. 
Wanamaker delivered his first order in a wheelbarrow, and 
put the money ($38) into an advertisement in “The Enquirer.” 
But that was only one instance which gives us an insight into 
the character of the man. 

655. Economical Ways.— And Mr. Wanamaker’s habits of 
economy were never relaxed. It is told of him that, in the 
earlier days of “ Oak Hall,” he used to gather up the short pieces 
of string that came in on parcels, make them into a bunch, and 
see that they were used when bundles were to be tied. He 
also had a habit of smoothing out old newspapers, and seeing 
that they were used as wrappers for such things as did not 
require a better grade of paper. 

656. His Knowledge of Human Nature.— A considerable 
portion of the trade of the new store came from people in the 
country districts. Mr. Wanamaker had a way of getting close 
to them, and gaining their good will. An old employee of the 
firm says : “John used to put a lot of chestnuts in his pocket, 
along in the fall and winter, and when he had one of these 
countrymen in tow, he’d slip a few of the nuts into the visitor’s 
hand, and both would go munching about the store.” Another 
salesman of the old house says : “ If we saw a man come in 
chewing gum, we knew it was no use trying to sell him any- 
thing. You see, he was sure to be as green as grass, and fully 
convinced that we were all watching for a chance to cheat him. 
John said it was all nonsense ; that such people came on pur¬ 
pose to buy, and were the easiest people in the world to sell to. 
And he would prove it. He would chew gum with them, and 


361 


talk farm or cattle or crops with them. They’d buy of him 
every time. But none of us could get his knack of dealing 
with countrymen.” 

There it is. The young merchant understood human nature, 
lie put his customer at ease. He showed interest in the 
things that interested the farmer. He was frank and open 
with him, and just familiar enough with him not to lose a bit 
of the respect and deference which superiority commands. 

657. Concentration of Energies.—A feature of his make-up 
that has contributed largely to the many-sidedness of his 
success, is ability to concentrate his thoughts. No matter 
how trivial the subject brought before him, he takes it up 
with the seeming of one who has nothing else on his mind. 
While under the cares of his stores—retail and wholesale—of 
the Sunday school, of the Postmaster-Generalship, of vast rail¬ 
road interests, of extensive real estate transactions, and while 
he was weighing the demands of leading citizens that he accept 
a nomination for Mayor of Philadelphia, he has been seen 
taking up the case of a struggling church society, or the 
troubles of an individual, with the interest and patience 
expected of a pastor or a professional adviser. He is 
phenomenal in this respect. Probably not one young man in 
a thousand could, develop this trait so remarkably, but any 
young man can try for it, and he will be all the better and 
stronger for so trying.* 

658. Senator Warren.-—On one of the warm days of the 
early summer, a press correspondent went into the reserved 
gallery of the United States Senate for the purpose of watching 
the proceedings on the floor. There had swept down upon 
Washington one of those sudden torrid waves, characteristic of 
the climate of the capital during the summer months; the gray 
asphalt paving of the streets of the city reflected a white 
glare of heat, which, in its intensity, had penetrated the thick 
walls of the Capitol building, the senate chamber itself bear¬ 
ing evidence of the outside atmosphere. The windows of the 
marble room, at its north, were thrown wide open, the lobby 


* “ Success,” Illustrated Monthly, New York. 



362 


doors on all sides were swung back against the walls, and the 
great electric fans in the basement sending up volumes of 
fresh air in a vain attempt to qualify the high temperature. 

The debate in progress was desultory, and the vacant seats of 
the members of the senate attested their lack of interest in it. 
Just as the correspondent was about to leave the gallery, 
Senator Warren, of Wyoming, entered, and sitting down, 
began chatting about the bill under discussion. “The man 
who is speaking objects to the bill,” he said, in conclusion, 
“ and is recording his objection, although he knows that it will 
become a law despite his opposition. That is all we can 
do, sometimes, you know,” he added—“ register our objections, 
and then, afterwards, vote for the measure. 

659. Obstructionists. —“But it is not a good thing for a 
man in any station of life to form the habit of seeing objec¬ 
tions. It prevents the business man from entering upon enter¬ 
prises that might make him rich ; he fears to undertake ; he 
misses all that he might have made. The men in congress who 
always see an objectionable feature in a bill are soon known 
and dreaded by every intelligent legislator, for he realizes that 
the objector can kill the wisest measure ever framed. 

“To succeed in any avenue of life, a man must not fear to 
venture.” 

“Senator, what, do you consider, constitutes success? You 
are a successful man, in the ordinary sense of the term ; you 
have succeeded in both the business and the political world. 
How did you accomplish it?” 

660. What is Success? —For a moment or two Senator 
Warren was silent, and then said : “Your question is a hard 
one, because the word success conveys such different meanings 
to persons using it. One man will spend all of his days acquir¬ 
ing a certain thing, which his son, coming after him, cares 
nothing at all for, and with a careless indifference will throw 
aside that which cost his sire a lifetime of effort. Success is 
the attainment of that which we are striving for, and I think 
that every thoughtful man will agree with me in saying that 
the only road to it is work—hard, grinding, persevering, 
unceasing labor.” 


363 


661. Pack Mules.—He said these last words slowly, as if 
weighing them, and then added: “As far as what yon 
kindly term my success is concerned, I think that it is to be 
attributed simply to the fact that I’ve always been willing 
to belong to the pack-mule class. You know that out in 
Wyoming we haven’t many railroads, and in the mountain 
towns are kept trains of broncos, or, as we term them, pack- 
mules : sure-footed little beasts that convey merchandise over 
the mountains. They will carry about all that can be packed 
upon their backs, and go on their trips regularly, year in and 
year out, and never make a protest. 

662. Senator Warren’s Experience. —“That is about my 
case. Very early in life I comprehended that existence itself 
means a struggle. I went into the army when eighteen, 
and stayed there three years. No boy has gone through that 
experience who does not realize something of the reality of 
life. I made up my mind then that it takes hard work to con¬ 
quer things, and that, if it would help me to overcome the 
difficulties that I was sure I’d find waiting for me, the hard 
work should not be lacking. And I’ve never found the place 
where the work wasn’t necessary. I find just about as much 
of it here, in the United States Senate, as when I first went out 
to Wyoming, and my hours were from the earliest streak of 
daylight until the ‘ wee sma’ hours.’ 

663. The Capacity for Hard Work.—“ If you look over that 
floor,” and he waved his arm toward the senate chamber as he 
spoke, “I think you’ll find what I’ve just said is true of the 
majority of the men there. Those who have influence, those 
who figure on important committees and conferences, are those 
who have shown their capacity for work, and hard work, too, 
and long hours, and just about every day in the week. And 
so, when you ask me what brings success, I think I may safely 
say that, while there are a thousand different goals which are 
termed success, there is but one road which leads to all of 
them, and that is the road of work.” 

664. Out in Wyoming. —Senator Warren’s life has been 
an exemplification of his theory. He was born in Hinsdale, 
Massachusetts, in 1844. His parents were of excellent New 


364 


England stock, and while fairly well-to-do in this world’s 
goods, firm believers in the New England principle, that 
children should be useful and taught to be self-supporting. 
Young Francis was sent to the country schools in the winters, 
helping on the farm in the summers, until he enlisted in 
the army. Hostilities over, he returned home, but immedi¬ 
ately afterwards was offered a position in a furniture estab¬ 
lishment in Cheyenne, Wyoming. Believing that the West 
was the place for a young man, he accepted the offer. Those 
first years in Wyoming proved his caliber. He was a gen¬ 
eral-utility clerk ; he slept in the store, his bed under the 
counter; his “apartments” were one end of the store, where 
a tin washbowl in an iron frame constituted his toilet appoint¬ 
ments. But that did not discourage him in the least; he 
worked right on, year after year, just as hard as he knew 
how, until, after a while, he became the indispensable man of 
the store. A little later, he was a partner in the concern, and 
now owns the whole establishment; besides which, he is 
president of the leading bank of Cheyenne, owns its gas and 
water plant, has a large farm, and has live-stock interests scat¬ 
tered throughout the state. 

665. Senator Warren’s Political Honors. —When Senator 
Warren went to Wyoming it was part of the territory of 
Dakota; and as he became identified with its business inter¬ 
ests, began to exert an influence in political affairs. He was 
made mayor of Cheyenne, then became a member of the 
Wyoming legislature, and afterwards a member of the council. 
He served three terms as treasurer of the territory, and Presi¬ 
dent Arthur appointed him its governor. Removed by Presi¬ 
dent Cleveland, he was reappointed by President Harrison. 
When the territory became a state, in 1890, he was elected its 
first governor; but a few months later was sent to the United 
States Senate, where he is now serving his second term. 

666. A Great Barrier Now Removed. —Whatever may have 
been the obstacles that poverty presented, in the past, to the 
fulfilment of the duty of self-culture, it can now offer none. 
The International Correspondence system places at the com¬ 
mand of every one, the mechanic and the mechanic’s son ; the 


365 


workingman and the workingwoman ; the farmer and the 
farmer’s sons and daughters ; boys who have just left school; 
girls desirous of earning an honorable livelihood ; of early youth 
and of those of maturer years ; of every class of society, even 
that of the most limited means, opportunities, at a minimum 
cost, that any one can afford to meet; the very best available 
methods to obtain, without leaving home or quitting actual occu¬ 
pations, a technical training fitting all who receive it for some 
useful purpose in life, and enabling the bright and the ambitious, 
however poor at the start, to reach the very highest positions 
in the industrial, social, commercial, and political worlds. No 
human institution ever yet devised has the same power of 
leveling the barriers and inequalities raised by rapacity and 
greed, as The International Correspondence system of educa¬ 
tion. Besides, by affording enlightenment to all wishing to 
receive it, it offers the safest solution of those social problems 
which have so long disturbed the peace and retarded the pro¬ 
gress of mankind. 


AN EFFICIENT EDUCATIONAL 

SYSTEM. 


667. A Great Want Filled. —The International Corre¬ 
spondence Schools undoubtedly fill the greatest want of modern 
society—that of enabling the ambitious, the industrious and 
intelligent toiler to develop and refine his faculties, enlarge 
his knowledge, improve his condition, ennoble his citizenship, 
and exalt the community favored by his presence and blessed 
by his toil. In the case of other systems of education, the 
student must go to the education; in ours the education comes 
to the student. We throw open the portals, we invite him to 
cross the gladsome golden threshold of the stately, spacious, 
and symmetrical temple of enlightenment and of fortune. We 
go further : we pressingly appeal to him to come in out of the 
exterior darkness, to enjoy the light, the life, and joy within. 
The place within is spacious. It knows no distinction of 




366 


persons. All are welcome ; all therein seek, on terms of equal¬ 
ity, the same end, and worship at the same shrine. Nor may any 
one of sincere heart and earnest purpose tarry in vain in the 
majestic aisles that lead to the monumental altar of light. He 
must therein feel an uplifting of soul, a broadening of spirit and 
a strengthening of resolve, qualifying him for the very highest 
achievements of an emancipated mankind. Where there is no 
light there can be no life ; and where there is no life there can 
be no joy. Now, it is, unquestionably, the inborn desire, 
the irremovable purpose of all the children of men, to look 
and to strive for happiness. The institution which, by giving 
them light, secures them happiness, is then, most assuredly 
entitled, as benefactor of the race, to the support of all good 
men, and to the gratitude of every human heart. 

668. The Upright Citizen.—We disseminate knowledge, 
that from its fecund seeds may spring upright citizens, the 
protection -of families, the glory of the commonwealth. And 
who is the upright citizen ? It is he who makes it a constant 
rule to follow the road of duty, narrow and rock-strewn as it 
may sometimes be, but follows it unflinchingly, according to 
the word of his Maker, and the voice of the conscience that a 
beneficent Creator has implanted in His children’s inmost 
being. He is not guided merely by affections, which may some¬ 
times give virtue’s color to a loose and unstable character. 
The upright man is guided by a fixed principle of mind, deter¬ 
mining to esteem that which is honorable ; to abhor that which 
is base and unworthy. We find him ever the same—ever the 
faithful workman, the successful builder, the trusted friend, 
the affectionate relative, the conscientious man of business, 
the devout worshiper, the public-spirited citizen. He assumes 
no borrowed appearance ; he wears no mask ; he acts no studied 
part; he is indeed what he appears to be, laborious, exact, 
painstaking, content, full of truth, candor, and humanity. 
In all his pursuits, he knows no part but the fair and tried one. 
He would rather fail of success than attain it by means that 
are reproachful. He never shows his fellow man a smiling 
countenance while inwardly wishing him evil. He never 
praises us among our friends and traduces us among our 
enemies. Never is one part of his character at variance with 


367 


another. He walks in the light; his life is an open book. 
Simple and unaffected in his manners, he is, in all proceedings, 
open and consistent. Such is the type of citizen which The 
International Correspondence Schools would aid the church, 
the state, and the homes of the land in giving this republic, 
that it may endure forever. 

669. Conflicts With No Other Method. —Adapted to all, 
without distinction of nationality, class, color, sex, or condi¬ 
tion, The International Correspondence Schools are in con¬ 
flict with no other method or system of education. The tech¬ 
nical school and college, the night school, and the business 
college, are all doing excellent work in behalf of educational 
advancement and civic progress, but the benefits of the tech¬ 
nical school and college are denied to countless thousands, 
unable to leave work or home to follow their valued courses. 
The night school and the business college have certain 
undoubted advantages, but none in any respect superior to 
those of The International Schools, while their disadvantages, 
from which The International Schools are conspicuously free, 
must, when added to the scale, imperatively decide the over¬ 
whelming majority of students in favor of our more complete, 
thorough, and efficient system. Comparison between our sys¬ 
tem and methods, with home study by aid of textbooks, must, 
also, as we shall see, result overwhelmingly in favor of The 
International Correspondence Schools as the best of instru¬ 
mentalities for the imparting, to the busy multitudes, of a 
technical education. 

670. What We Teach. —Our aim, let it be borne in mind, 
is to provide courses of study enabling men to acquire the 
theory of the trades and engineering professions. By the 
acquisition of the theory of a trade or profession, we mean the 
mastery of the scientific principles underlying it, and the laws 
governing its operations, evolved from experience. The trades 
and professions we teach cover a wide range of intellectual and 
practical activity. We begin with mechanical engineering, 
under which we provide a course of complete mechanics and 
mechanical drawing. Under steam engineering, we give 
instruction, as already noted, not only in stationary and 


368 


marine engineering, but also in locomotive engineering, trac¬ 
tion engineering, gas engineering, and refrigeration. Our 
School of Electricity comprises, as already stated, an elec¬ 
trical engineering course, together with courses on electric 
railways, electric lighting, electric power and lighting, elec¬ 
tric mining, telephony, telegraphy, electrotherapeutics, wir¬ 
ing and bellwork. Our architectural courses are three in 
number : the complete architectural, the architectural draw¬ 
ing and designing, and the architectural drawing courses, 
each unsurpassed in the instruction it imparts. In civil engi¬ 
neering, we have not only the complete civil engineering 
course, but separate courses on bridge engineering, survey¬ 
ing and mapping, railroad engineering, hydraulic engineer¬ 
ing, municipal engineering. In chemistry, we have the three 
courses already mentioned. Our School of Mines embraces the 
full mining course the most comprehensive anywhere obtain¬ 
able, while the complete coal mining, mine mechanical, metal 
prospectors’, metal mining, and short coal mining courses 
are likewise very complete and thorough. The Correspond¬ 
ence School of Sheet-Metal Pattern Drafting, divided into two 
courses, the sheet-metal pattern and the tinsmiths’ pattern¬ 
cutting courses, is also an admirably equipped department of 
International Correspondence education. The Correspondence 
School of Plumbing, Heating, and Ventilation, comprising five 
courses, those of sanitary plumbing, heating, and ventilation ; 
sanitary plumbing and gas-fitting ; sanitary plumbing ; heating 
and ventilation ; and gas-fitting, has no superior in the special 
lines of technical training it covers. The course of the Corre¬ 
spondence School of Pedagogy is as thorough as the best quali¬ 
fied instructors and the most improved methods of instruction 
can render it. Our Correspondence School of Bookkeeping and 
Stenography is one of the strongest features of the entire system, 
embracing, as it does, the complete commercial, and the book¬ 
keeping and business forms, as well as the complete steno¬ 
graphic courses. 

The instruction in drawing given by The International Cor¬ 
respondence Schools is as thorough and successful as that given 
by any educational institution in the world. It lias won us 
commendation in every state and country. 


369 


I 


671. The Gradation is Logically Consecutive. —We present 
our courses in detail (see Appendix A), and invite our reader’s 
attention to this fact, that no courses of study could be better 
adapted to the purposes had in view in the design of each. 
There is a logical consecutiveness in the order of subjects 
taught, without rival in any educational system in the world. 
We make arithmetic the starting point of each course. In 
that science we give the student thorough instruction in the 
processes he requires to know. Then we lead him on to the 
higher mathematical studies, to drawing, and finally to the 
special technical branches of each particular course. The 
gradation is easy, it is based on right reason, it is conformable 
to the best systems of imparting knowledge. The student 
must master one subject before taking up another, but when 
one subject has been mastered, he feels no difficulty in entering 
upon another, that other subject again leading him to one 
higher, and so on till he completes the course. Our system, 
in this one respect alone, invites the closest scrutiny and 
challenges the severest criticism. 

672. Courses Adjusted to Actual Requirements. —Recog¬ 
nizing the fact that the hours busy people can give to study are 
necessarily taken from time which should otherwise be devoted 
to recreation or rest, each course is carefully adjusted to the 
actual requirements of the class for which it is intended. We 
do not, for example, teach stationary engineers the facts and 
principles required by the well equipped locomotive or marine 
engineer only, nor give the municipal engineer the special 
instruction demanded by the railroad engineer, but through 
all our different courses, the most scrupulous exactness char¬ 
acterizes the line of instruction imparted. The value of this 
for men with limited time for study cannot be overestimated. 
It fosters diligence, industry, and the proper use of time. 

673. Diligence is the Mother of Good Luck. —Benjamin 
Franklin said that diligence is the mother of good luck. We 
often hear the artisan complain of ill luck, when his mishaps 
are more justly attributable to lack of diligence. Let the work¬ 
ingman, through our courses of study, cultivate habits of dili¬ 
gence, and ill luck must disappear from his vocabulary. 


370 


674. The Quality of Attention.—“ The one serviceable, safe, 
certain, remunerative, attainable quality in every study and 
pursuit is the quality of attention,” said Charles Dickens. 
“My own invention or imagination, such as it is, I can most 
truthfully assure you would never have served me as it has, 
but for the habit of commonplace, humble, patient, daily, 
toiling, drudging attention.” When asked, on another occasion, 
the secret of his success, he said, “ I never put one hand to 
anything into which I could throw my whole self.” “Be a 
whole man in everything,” wrote Joseph Gurney to his son, 
“a whole man at study, in work, in play.” 

675. Diligence and Industry.—Hogarth would rivet his 
attention upon a face, and study it until photographed 
upon his memory, when he could produce it at will. He 
studied and examined each object as eagerly as though he 
would never have a chance to see it again, and this habit of 
close observation enabled him to develop his work with marvel¬ 
ous detail. The very modes of thought of the time in which 
he lived were reflected from his works. He was not a man of 
great education or culture, except in his own power of obser¬ 
vation. Diligence brings with it industry—the industry which 
begets wealth through its implied attention or devotion to 
whatever useful or productive task that may have been taken 
in hand. How true the words of Reynolds: “If you have 
great talents, industry will improve them ; if you have but 
moderate abilities, industry will supply the deficiency.” Dili¬ 
gence and industry, of necessity, imply improvement of time, 
because the first requisite for the improvement of time is to 
be impressed with its value. In nothing are the bulk of men 
more capricious and inconsistent, than in their appreciation 
of time. When they think of it as the measure of their con¬ 
tinuance on earth, they highly prize it, and with the greatest 
anxiety seek to lengthen it out. But when they view it in 
separate parcels, they appear to hold it in contempt, and 
squander it with inconsiderate profusion. While they com¬ 
plain that life is short, they are often wishing its different 
periods at an end. Covetous of every other possession, of 
time only are they prodigal. They allow every idle man 
to be master of this property, and make every frivolous 


371 


occupation welcome that can help them consume it. Among 
those careless of time, it is not to be expected that order 
should be observed in its distribution. But, by this fatal 
neglect, how many materials of severe and lasting regret are 
they laying up in store for themselves ! The time which they 
suffer to pass away in the midst of confusion, bitter repentance 
seeks afterwards in vain to recall. What was omitted to be done 
at its proper moment, arises to be the torment of some future 
season. Manhood is disgraced by the consequences of neg¬ 
lected youth. Old age, oppressed by cares that belonged to a 
former period, labors under a burden not its own. At the 
close of life, the dying man beholds, with anguish, that his 
days are finishing when preparation for eternity is hardly 
commenced. Such are the effects of a disorderly waste of 
time, through not attending to its value. Everything in the 
life of such persons is misplaced. Nothing is performed 
aright, from not being performed in due season. 

676. “ Tomorrow.”—Now, “ to everything there is a season, 

and a time for every purpose under the heaven.” If we delay 
till tomorrow what ought to be done today, we overcharge the 
morrow with a burden which belongs not to it. We load the 
wheels of time, and prevent them from carrying us along 
smoothly. He who, every morning, plans the transactions of 
the day, and follows out that plan, carries on a thread which 
will guide him through the labyrinth of the most busy life. 
The orderly arrangement of his time is like a ray of light, 
which darts itself through all his affairs. But where no plan 
is laid, where the disposal of time is surrendered merely to the 
chance of incidents, all things lie huddled together in one 
chaos, admitting neither distribution nor review. He who 
is orderly in the distribution of time takes the proper method 
of escaping manifold evils. He is justly said to redeem the 
time. By proper management he prolongs it. He lives 
much in little space ; more in a few years than others do in • 
many. He can live to his God, to his family, and to himself, 
and at the same time attend to all lawful interests of the 
present world. He looks back on the past, and provides for 
the future. He catches and arrests the hours as they fly. 
They are marked down for useful purposes, and their memory 


372 


remains. Whereas, those hours flit like a shadow by the man 
of confusion. His days and years are either blanks of which 
he has no remembrance, or filled up with such a confused and 
irregular succession of unfinished transactions, that though he 
remembers he has been busy, yet he can give no account of the 
business which has employed him. 

677. The Orderly Distribution of Time.—Were The Inter¬ 
national Correspondence Schools to do no other good than to 
induce habits of orderly distribution of time in their students, 
they had certainly conferred unspeakable blessings on individ¬ 
uals, on families, and on society at large. To pursue our 
studies successfully, the student, whatever his walk in life, 
must bring to his task, diligence, industry, and a due sense of 
the value of time. This means an orderly life and an orderly 
home. It means that all under his influence shall be impressed 
with the value of these very qualities necessary to insure 
success in the pursuit of knowledge. His example teaches the 
lesson of work—the lesson sung in the grand old hymn, which 
tells us to “ work through the morning hours,” and to “ work 
through the sunny noon”— 

Work, for the night is coming, 

Under the sunset skies; 

While their bright tints are glowing, 

Work, for the daylight flies ; 

Work till the last beam fadeth, 

Fadeth to shine no more ; 

Work while the night is dark’ning, 

When man’s work is o’er. 

678. “Overeducation.” —The success achieved by the 

studious man demonstrates to his fellows that no man, how¬ 
ever qualified in his special line of work or duty, can have too 
much education and knowledge. Senator Stanford, a few weeks 
before his death, said that, while in Europe, he had met a 
general in the American army, who said to him : “ Senator, are 
you not making a mistake in putting so much money into your 
new university at Palo Alto, there are so many universities 
now ? ” Senator Stanford replied : “ Did you have too much 

education, General?” Do you know of anyone who has 
too much education? We sometimes hear, in these days, of 
over-education. There may be such a thing as misdirected 


373 


education, or a “misfit” education, or an attempt to crowd too 
much learning into a given time, but there cannot be a too 
thorough training of those powers which may be used in a life 
of useful service. 

679. The Thing at Hand. —Hon. John W. Foster said, on 
a visit to Indiana University, that to obtain success in life is 
to always do the thing which lies at hand to be done, and to 
do it in the very best way possible. Mr. Foster gave it as his 
own view that whatever success he had attained is due to a 
habit of industry. He uses his time to a purpose. As an 
example, an incident may be cited which occurred while Mr. 
Foster was counsel for the Chinese government, at the close of 
the late war between China and Japan. On account of floods, 
Mr. Foster was detained for three weeks in Shanghai. Instead 
of using all his time in recreation and pleasure, he used the 
opportunity to inform himself, through the newspapers and 
otherwise, on every phase of the war. Thus, when he came 
to treat with the Japanese government, he was thoroughly 
familiar with all the details of the situation, and, through his 
knowledge and skill, succeeded in cutting off 1100,000,000 of the 
indemnity asked of the Chinese by the Japanese government. 
Mr. Foster’s management of this affair so impressed the great 
statesman, Li Hung Chang, that he said, among the men he 
had known, “Gordon was the bravest man, Grant was the 
greatest man, and John W. Foster was the wisest.” This repu¬ 
tation for wisdom, Mr. Foster thought, he gained from the 
simple habit of industry. 

680. George Eliot’s Famous Saying. —Too much empha¬ 
sis cannot be placed on the culture of the intellect, but the 
culture of the intellect alone is not sufficient. “ In one impor¬ 
tant respect,” said Charles Kendall Adams, “ character differs 
from every other element; it is the only element of success 
strictly within individual control.” We cannot too often quote 
that fine saying of George Eliot, “ Character is the result of 
reiterated choice between good and evil.” 

681. The Man With a Purpose. —The example and the 
success of the studious artisan, or the farmer, or the diligent 
young man or young woman, prove that triumph awaits that 


374 


devotedness to the pursuit of the knowledge needed for the 
discharge of life’s duties. 

It is the almost invisible point of the needle, the keen, slender 
edge of a razor or an ax, that opens the way for the huge bulk 
that follows. Without point or edge, the bulk would be use¬ 
less. It is the man of one line of work, the sharp-edged man, 
who cuts his way through obstacles and achieves brilliant 
success. While we should shun that narrow devotion to one 
idea which prevents the harmonious development of all our 
powers, we should avoid, on the other hand, the extreme 
versatility of one of whom W. M. Praed says : 

His talk is like a stream, which runs 
With rapid change, from rocks to roses ; 

It slips from politics to puns; 

It glides from Mahomet to Moses; 

Beginning with the laws that keep 
The planets in their radiant courses, 

And ending with some precepts deep 
For skinning eels or shoeing horses. 

“The longer I live,” said Fowell Buxton, “the more deeply 
am I convinced that that which makes the difference between 
the weak and the powerful, the great and the insignificant, is 
energy—invincible determination—a purpose once formed, and 
then, death or victory.” 

682. Energy and Knowledge. —But energy, to become invin¬ 
cible, stands in absolute need of knowledge ; knowledge which 
is the pledge of peace, the promise of prosperity, the key to 
happiness, the gate of glory. As well place a man without 
guide or compass in the midst of a dense or darksome forest, as 
to expect him with eyes veiled by ignorance to achieve success 
among his better informed fellows. Shackle and manacle 
him, cast him into prison, and his prospects are as bright as if 
you clothed him in the sackcloth of ignorance, to be a 
byword and a reproach among the sons of men. Deny a man 
knowledge, and you deny him his birthright. Consider, for a 
moment, the gradations of knowledge, and you will readily 
understand what man is with it, and what, also, he must be 
without it. We have (1) intuition, which is the primary knowl¬ 
edge antecedent to all teaching or reasoning; (2) experience, 


375 


the knowledge that has entered directly into one’s own life ; 
(3) information, the knowledge of fact, real or supposed, 
derived from persons or books ; (4) learning, which is much 
higher than information, being the result of long and continu¬ 
ous study; (5) erudition, or recondite learning, secured only by 
extraordinary industry, opportunity, and ability. 

683. Edmund Stone. —“I just learned to read,” wrote 
Edmund Stone to the Duke of Argyll, “ when the masons were 
at work in your house. I approached them one day, and 
found that the architect used a rule and compass, and that he 
made calculations. I inquired what might be the meaning and 
use of these things, and I was informed that there was a science 
called arithmetic. I purchased a book of arithmetic, and I 
learned it. I was told there was another science called 
geometry. I bought the necessary books, and I learned geome¬ 
try. By reading I found there were good books in these two 
sciences, in Latin. I bought a dictionary, and 1 learned Latin. 
I understood, also, that there were good books of the same 
kind in French. I bought a dictionary, and I learned French. 
It seems to me that one does not need to know anything more 
than twenty-four letters to learn everything else that one 
wishes.” * 

684. What Our Correspondence System Demands. —To 
give a man knowledge is, by assisting him in his growth, 
adding to his strength, securing his peace, enhancing his 
happiness, to make him truly like unto the Divine Intelligence 
of which he is an emanation and a resemblance. 

We cannot too often or too forcibly emphasize the fact that it 
is in a singularly regular order and gradation that The Inter¬ 
national Correspondence Schools convey their knowledge. 

The International Correspondence Schools’ system of instruc¬ 
tion demands, in turn, thorough and systematic work from 
the student. While knowledge, acquired at odds and ends, 
may broaden a man’s mind, and, to some extent, contribute to 
his enjoyment of life, it cannot win him the same efficiency 
and increased remuneration or elevation above his fellows. To 
obtain an education useful to him in his business, helpful in 


* “ Pursuit of Knowledge Under Difficulties.” 




376 


advancing him to promotion, an education that will subserve 
his interest in any particular direction, he must study in the 
well ordered, consecutive manner, demanded by The Inter¬ 
national Correspondence Schools. 

685. The Perplexities of the Workingman Desiring an 
Education. —We attach all the more importance to this well 
ordered, consecutive study, for the reason that many, desirous 
of increasing their stock of knowledge, are perplexed to know 
what to study and how much of any one subject matter to 
study. Suppose, for instance, that a machinist desiring to 
become a mechanical engineer or master mechanic, determines 
upon taking a course of study. He may have studied arithme¬ 
tic, but has likely forgotten the greater part of what he had, in 
that science, acquired. What shall he now study? Knowing 
that arithmetic is necessary, he wants further to know how 
much of it he must learn. Must he learn all taught in the 
arithmetics of our high schools and academies, or may some of 
this arithmetical instruction be omitted without handicapping 
him in other fields of study? This is a point he cannot him¬ 
self determine. He looks for advice. One advises him one 
way, a second another, and a third in a manner different from 
the first two persons he had consulted. He encounters, thus, at 
the very outset, difficulties that almost make him relinquish his 
purpose of self-advancement through private study ; to tread 
along in the same old-time darksome path of hopelessness. Each 
of the advisers just named may have, from his own peculiar 
standpoint, been correct, but that is a point to be determined 
only by the books he subsequently studies. Here, precisely, is 
just where The International Correspondence system is of the 
highest value to the seeker for knowledge. Each course is so 
arranged that exactly what is required, and no more, of arith¬ 
metic, algebra, geometry, trigonometry, mechanics, and the 
other subjects required to be taught in that particular course, is 
imparted to the student. Nothing useless, nothing redundant 
consumes the time, or perplexes the brain, of the student. 

686. A Helpful Education. —The kind of an education now¬ 
adays needed is, as we have repeatedly stated, an education on 
lines helpful to a man in his actual occupation, ancillary to his 


377 


attainment of that occupation to which his legitimate desires 
and ambitions lead him. The day when an ignorant man may 
hold a responsible position has, fortunately, almost passed 
away, and such an anomaly will soon be unknown and unheard 
of. Men in every station of life are awakening to the true con¬ 
dition of affairs, and the vital question for the ambitious youth 
of the day is: “How can I obtain the education I need?” 
The International Correspondence instruction comes forward 
with the answer, an answer so exact, complete, and satisfactory, 
as to leave no room for further interrogation. Could we per¬ 
sonify our system we should represent her as a queen, invested 
with regal robe and diadem, holding in her sovereign hand 
the Instruction Paper that is to enlighten the eager, ambitious 
student. Vera incessu patuit dea. 

687. The Instruction Papers of Our Schools. —Open, let 
us, the Instruction Paper, and what do we find? A clear, con¬ 
cise, complete course of instruction, covering adequately some 
given portion of a stated subject matter of study. Thus, an 
Instruction Paper on the principles of heating and ventilation 
is a clear, concise, complete course of instruction, covering 
adequately that portion of the subject matter it deals with, free, 
on the one hand, from attenuation and, on the other, from 
prolixity or redundancy. “Enough, no less and no more” 
might well be written on the face of every Instruction Paper 
issued by The International Correspondence Schools. The 
need of books suitable for self-instruction had, in truth, long 
been felt. Authors of ordinary textbooks usually labor under 
marked disadvantages. Not knowing what preparation the 
readers of their books have had, or what works the student 
may take up after he has gone through theirs, their books 
are, in consequence, general in character, intended rather to 
meet the demands of the ordinary reader than special classes 
interested in the subjects of which they treat. The student, 
unfamiliar with the subject and its application, is unable to 
determine what should be studied and what omitted. He 
thus, perhaps, devotes valuable time to studying what may 
never be of any practical value. Another source of difficulty 
is that, in many cases, the problems and examples cited are 
abstract in their nature. This makes their study dry and 


378 


unattractive ; for when the student works without any idea of 
the applicability of the knowledge he is acquiring, he is apt to 
lose interest in the subject under review. To study anything 
in the abstract is more difficult than when the examples and 
problems bear upon every-day life. When one knows he 
is acquiring something of practical benefit, something he can 
put to every-day use, there is a very marked incentive to 
study. Explanations in some textbooks are, besides, so vague, 
so general in their nature, so technical, at times, in the 
language used, or so very concise in statement, that their 
purport can be comprehended only after hard and prolonged 
study. 

688. The Nature of Our Textbooks. —Deeply impressed 
with a sense of these difficulties we determined, years ago, to 
prepare and print our own textbooks, since none in existence 
could meet our purpose. Gathering into our employ a staff of 
writers, every one a specialist, we have prepared our Instruc¬ 
tion Papers along lines that we ourselves felt bound, as the 
result of practical experience, to lay down. We are thus 
enabled to give our students the exact instruction they require. 
Our method of teaching overcomes all difficulties connected 
with the study of ordinary textbooks, and we are guilty of 
not only no exaggeration, but speak the bare truth when we 
state that, through the instrumentality of our Instruction 
Papers, the student can advance in knowledge with as great 
ease and rapidity as by studying ordinary textbooks with the 
aid of a teacher. 

689. Definitions, Axioms, and Rules. —A clear understand¬ 
ing of a mathematical or technical work cannot be obtained 
unless the student fully masters its definitions, axioms, and 
rules. Conscious of this fact, our writers endeavor to lead the 
student’s labors into such channels that he may readily per¬ 
ceive the truths he is striving to acquire. The explanations 
we offer are so free from detail as not to lay unnecessary bur¬ 
dens on the student’s mind. AVe claim, indeed, that we cover 
more ground in a smaller number of pages than any textbooks 
published which do not demand a knowledge of higher 
mathematics. 


379 


690. A Very -Important Fact. —The broadest claim to merit 
put forth by our School, which cannot be, in honesty, advanced 
by any other institution, is that every one of the hundreds of 
Instruction and Question Papers and Drawing Plates used in 
the various courses of the institution, have been written or 
prepared by our instructors, and illustrated by our own drafts¬ 
men, expressly for the purposes of International Correspondence 
instruction. 

691. Order of Instruction. —The student is, upon enrolment, 
sent the first two Instruction Papers of his course, accom¬ 
panied by the Question Papers, containing test questions upon 
the subject matter of these two Instruction Papers. The 
student carefully studies the first Instruction Paper. Laying 
this aside, he writes out his answers to the test questions of-the 
first Question Paper, and mails them to the schools. He then 
immediately begins to study the second Instruction Paper. 
His answers are meanwhile examined by the Instructors of the 
Schools, who, after assigning them a percentage mark, write 
out their corrections and return the corrected answers to the 
student. If the answers fail to show the thorough and accurate 
knowledge of the subject demanded to obtain a mark of at 
least 90 per cent., they are returned to the student, who is 
required to study his first Instruction Paper again, and send 
other sets of answers, until he satisfies the instructors that he 
understands the Instruction Papers so thoroughly as to entitle 
him to the passing mark of at least 90 per cent. The student 
usually passes with little difficulty. This solicitude on our 
part insures thorough work on the part of the student, and 
invites public confidence in our work. The required percentage 
obtained, we send the student his third Instruction and Ques¬ 
tion Paper, with his corrected answers to the first, so that 
these may reach him while engaged in the study of his second 
Instruction Paper. He has thus at all times an Instruction 
Paper to study. This same process is maintained with all the 
Papers until the student has completed his course. Before 
the student can, at the close of his course, receive his diploma, 
or certificate of proficiency, he must pass an examination on 
all the subjects of that course. It is thus made certain 
that no one can receive either a diploma or certificate of 


380 


proficiency who has not a thorough and accurate knowledge 
of the theory of the trade or profession treated upon in his 
course. If, in the process of study, the student meets with 
difficulties which he is, of himself, unable to surmount, 
he is at liberty to write the instructors, stating his difficul¬ 
ties and asking for an elucidation of the matters concerned. 
The required information is given fully, promptly, and repeat¬ 
edly until the student has no question in his mind regarding 
the point or points in doubt. He may, in this way, ask ques¬ 
tions and receive answers from our instructors in exactly the 
same manner as he would of a regular teacher. We keep 
exact and complete records of the work done by every student. 

692. The Success of Our Method. —An earnest, painstaking 
student, at home, can, through the faithful, capable instructors 
of The International Correspondence Schools, learn as well by 
our system as he can by any ordinary schoolroom method. 
This fact has been amply and emphatically demonstrated by 
the experience of our students, thousands of whom have quali¬ 
fied themselves for better positions and salaries. 

For instance, one of the many bright young machinists who, 
as a result of a course in The International Correspondence 
Schools, is now occupying a position as a mechanical engineer, 
writing to the Schools some time ago, made the following 
statement: “ I believe it is only fair of me to state that when I 
first heard of your School I thought very little of this method 
of teaching through correspondence. Now, however, after 
having received instruction from you for nearly two years, it 
is with great pleasure that I admit of having decidedly changed 
my opinion. Having attended evening schools for about seven 
years, both here in America and in Europe, I find your method of 
teaching by far the most complete, direct, and convenient, to say 
nothing of your liberality, your unceasing patience, and interest 
in the students. I believe that if the public could be convinced 
as to the real benefits that can be derived from your School, 
they would more generally take advantage of it.” 

693. No Lessons Lost.— Neither sickness, night work, 
pressure of family, or social or business duties can cause the 
omission or loss of a single lesson, for the student can always 


381 


take up his studies just at the point he may have been forced 
to temporarily abandon them. To the vast army of working¬ 
men, business men, professional men, young men and young 
women justentering upon the struggle of life, farmers’ sons and 
farmers’ daughters, business women and women ambitious to 
achieve distinction in various professional and industrial 
walks, such as architectural drawing and designing, chem¬ 
istry, bookkeeping, stenography, teaching, etc., our method of 
instruction is an inestimable boon ; while to persons living in 
far distant countries, such as Australia, South Africa, India, 
China, and Japan it is equally invaluable. Our Schools present 
an opportunity such as ambitious men, a generation ago, would 
have gladly given treasures to obtain. 

694. A College Education Open to All. —The International 
Correspondence Schools have given to the humblest working¬ 
man, no matter how limited his means, the opportunity of 
obtaining what is, substantially, a college education. Our mod¬ 
erate prices—payable, when desired, in monthly instalments— 
should impel every man with the smallest desire to advance 
himself and secure the prosperity of his family, to study. On 
our rolls today, indeed, are many men who, twenty-five 
or thirty years ago, would have been glad to obtain the 
instruction we now offer. Today, at fifty, sixty, and, in some 
instances, at seventy years of age, men are not ashamed to 
commence the acquirement of such knowledge as will best 
enable them to put their remaining years to profit. 

695. Individual Instruction. —We believe in individual 
instruction. Emerson has pointed out its value in his essay on 
“Education.” He writes: “individuality reads the sign 
post—persons by themselves, not persons enrolled in classes. 
Our actual mode of procedure,” he truly says, “ aims to do 
for masses what cannot be done for masses, what must be 
done reverently, one by one.” In large schools there is 
“ always the temptation to omit the endless task of meeting 
the wants of each single mind, and to govern by steam.” Our 
difficulties and perplexities “ solve themselves when we leave 
institutions and address individuals.” This, and much more 
that is worth remembering, may be found in that helpful essay. 


696. A Class by Himself —Under The International Cor¬ 
respondence system every student is a class by himself, with 
an instructor of his own. Could Emerson’s view be more 
exactly carried out? The fact that students are not required to 
leave home from the day of their enrolment until the time 
they receive their diplomas, a period long or short, accord¬ 
ing to their ability and industry, and entirely at their own 
disposal ; and the further fact that all instruction is carried on 
privately and confidentially—no student’s name being pub¬ 
lished without his consent—afford the Schools a scope, and 
guarantee them a popularity, unequalled by any other educa¬ 
tional institution in existence. 

The Schools especially meet the requirements of those who 
do not desire to display a want of knowledge in class rooms, 
and also of many who, already occupying positions of greater 
or less prominence, desire to review studies, or take up new 
subjects, and do not care to have their purposes, in this regard, 
generally known. 

697. The Art of Expressing Oneself. —The correspondence 
student acquires the inestimable habit of expressing himself, 
easily, correctly, and concisely, on paper, something of the 
highest advantage, not only in written examinations, now so 
often required to test candidates’ qualifications for office, but 
in the discharge of every-day duties. Besides, no student can 
complete a course in our Schools without becoming thorough, 
painstaking, and self-reliant, qualities essential to a successful 
life. 

698. A Long-Felt Want Fully Filled. —Our method meets 
along-felt want and fully fills it. To the student of scanty 
means, we present an opportunity to get an education ; to the 
superintendent of an engineering establishment, who, by 
natural gifts, has attained a prominent position, to make up 
defects in education hampering his efforts to go higher; to the 
ambitious artisan, to secure independence ; to the poor man, 
to cast off the bondage of poverty ; to the young man without 
money, influence, or education, to lay the solid foundation of 
a successful life ; and to the young woman, whether rich or 
poor, to acquire a profession by which, no matter what may 


383 


happen, she will be protected from poverty and enabled, if 
necessary, to enter some desirable and remunerative employ¬ 
ment. Painful is it to think that men, blessed with abundant 
means, often forget that their children, especially their daugh¬ 
ters, ma} T some time be left to face the world and maintain 
themselves. How much of individual misery and social 
unhappiness had been spared the world if parents were always 
careful to give their daughters a useful education ! 

699. “ The Lovableness of Life.” —Browning’s is the 

gospel of the “Lovableness of Life,” of the beauty of the 
commonplace, of unflinching bravery in the hour of struggles 
of unfailing perseverance in every-day drudgery. In the world 
as it is, a little beauty will somehow make up for a great deal 
of weariness. Pippa, the little silk weaver of Asolo, toils all 
the year at the most monotonous of drudgery. But one beauti¬ 
ful holiday pays her for it all! Remember, let us, that for men 
of knowledge and of education, every day may be a holiday, 
a holiday whose joys eye may not see, nor ear hear, nor the 
mind of men comprehend. When a man has lost absolutely 
everything, as the sordid of this world measure values, if he 
still has the blessings of knowledge, the worst has not befallen 
him. The spirit of knowledge within him inspires him to 
fight the ground, inch by inch, and even in the last extremity 
to keep on fighting, esteeming worldly losses nothing, for 
through it the soul gains strength. “Strive and thrive” is 
his battle cry for those who 

“ Fall to rise, are baffled to fight better.” 

His spirit is that of fearless, incessant activity, and steady 
trust in the ultimate good. “I have lived,” he says, “seen 
God’s hand through a lifetime, and all was for the best.” He 
is reconciled to the struggle because he has solved the problem 
as far as man can solve it. He knows that there is a plan, 
and that he belongs to it. He is eager to work out his part of 
it, that he may some day see the whole, perfect as God planned 
it. So he does his work in cheerful, unfaltering confidence. 

His unfailing trust should make us also ready to perform 
our parts, whether they be noble, or whether they be com¬ 
monplace ; whether for victory or defeat, drudgery, or glory. 


SOME SPECIAL FEATURES 
OF OUR SYSTEM. 


700. Our Courses in Drawing. —It is Bacon who declared : 
“ Neither the naked hand, nor the understanding, left to itself, 
can do much ; the work is accomplished by instruments and 
helps, of which the need is not less for the understanding 
than for the hands.” Impressed with the same conviction, so 
tersely and so beautifully expressed by Bacon, we have made 
our instruction in drawing as thorough and efficient as that 
offered by any educational system in the world. Mechanical 
drawing, and architectural drawing and designing, are given 
marked prominence in our courses of instruction, and con¬ 
spicuous place in our advertising literature, because the3 r are 
subjects of vital importance, as well to mechanics and work¬ 
ingmen generally, as to the professional classes we reach. To 
a machinist who cannot read a mechanical drawing, advance¬ 
ment is justly denied, while a carpenter without ability to 
read architectural drawing, is condemned to the foot of the 
ladder, and the plumber to whom plans of plumbing systems 
are unintelligible, deprived of all hope of success. 

701. Value of Drawing to Machinists and Carpenters.— 
The field of promotion is open to a machinist able to make and 
read drawings. Place a drawing in his hand and he can do his 
work without hesitation and without question. Mistakes in 
drawings, if any there be, he will be likely to detect before 
commencing work, and thus safeguard his employer’s time 
and money. Men who thus prove valuable cannot be kept in 
subordinate positions. They are soon given the promotion 
their worth demands. Carpenters, in a like manner, who can 
make and read drawings of the plans, sections, and eleva¬ 
tions of buildings, are entrusted by contractors and builders to 
undertake the most difficult work and supervise the labor of 
others less skilled. Equipped with this knowledge, a carpen¬ 
ter will often get opportunity to furnish drawings of structures 
for which an architect is not engaged, and in due time become 
a contractor on his own account. 

384 



385 


702. Value of Drawing to the Plumber. —A knowledge of 
drawing, also, opens the door of promotion and prosperity to 
the plumber. If he can make drawings of plumbing, gas-fit¬ 
ting, or heating systems, his path to independence is short, 
easy, and certain. A competent plumber who can draw, will 
not be found, for any length of time, under the direction of 
others. The natural outcome of his knowledge is control of 
business for himself. His ability to make sketches of the sys¬ 
tems he proposes to install, invites and insures patronage. He 
must, besides, know how to draw, in order to make the plans 
now required to be filed with the health departments of most 
cities and towns. 

703. Value of Drawing in General. —Any mechanic can, in 
fact, work more intelligently and rapidly, if he possesses a 
knowledge of drawing. In every industry the demand for men 
who can make and read drawings is greater than the supply. 
Drawing has become the basis of mechanical, electrical, archi¬ 
tectural, and other engineering work. “ Rule-o’-thumb ” meth¬ 
ods have given place to the most rigid exactness. Drawings 
have taken the place of verbal instructions. Modern methods 
are superior to those for some time abandoned, and it behooves 
all dependent upon the trades or engineering professions for 
advancement to meet the progressive conditions, or be over¬ 
taken and distanced in the race for promotion. 

704. Method of Teaching Drawing. —Our method of teach¬ 
ing drawing is original, practical, and, as our success in the 
field incontestably proves, unsurpassed by that of any school 
in the world. No one following our instructions has ever 
failed to learn to draw. Nay, more, many who, before enrol¬ 
ling with us, had never used a drawing pen or pencil, whose 
hands and fingers were rough and stiff, because of severe and 
exacting work, have since qualified themselves, under our 
instruction, to fill positions as draftsmen. To many it may 
seem incomprehensible how drawing can be taught through the 
mails, yet we have, by that means, qualified thousands whom 
we have never seen or conversed with, to make neat, well 
lettered drawings. This happy result is due to the clear 
and concise way in which our Instruction Papers on drawing 

13 


386 


are prepared, to the superior character of the model drawings 
sent to our students to work from, and to the great care taken 
in correcting the students’ work. All our drawing plates 
are, without exception, made with pen and ink in our own 
establishment, and the copies sent to the students printed 
from zinc etchings made from our original drawings by photo¬ 
graphic process. The preparation of these drawings has, need¬ 
less to say, involved the expenditure of much time and money. 

The student is not required to draw a difficult plate first, 
then one less difficult, then again a complex, and after it a 
simpler plate. His first plate consists of a few simple straight 
and curved lines, his second is a little more difficult, his third 
still more so, and thus in regular order. The last plates in the 
course are as difficult as any ordinary draftsman is ever called 
upon to draw, and by the time our student reaches the last 
plates in his course his work compares very favorably with 
that done by any draftsman. We have never met with any one 
whom we could not teach to draw. Many of our students have, 
in fact, completed this particular study within four months. 

705. How We Teach Drawing.—We send the student the 
first Instruction Paper in drawing, and an empty pasteboard 
mailing tube for the safe transmission of his drawings through 
the mails. The Instruction Paper contains instructions on the 
use and care of the drawing instruments, on penciling, inking, 
etc., and also detailed directions for drawing the first few 
plates. The student first studies the Instruction Paper care¬ 
fully, then draws Plate 1, and mails it to us in the mailing 
tube. He then begins on Plate 2, and works on it until he 
hears from us regarding Plate 1. 

When Plate 1 is received at the Schools, the instructor in 
drawing examines it carefully, and notes upon it, in pencil, the 
points in which it can be improved, and offers suggestions for 
the guidance of the student. He writes, if necessary, a letter 
covering everything thoroughly, so that the student may have 
the full benefit of his knowledge and experience. He assigns 
a percentage mark to the student’s work, and requires him to 
redraw it, if the passing mark of 90 per cent, or over is not 
attained. The corrected work, with the suggestions, is then 
returned to the student in a mailing tube. 


When the student receives a passing mark on Plate 1, he 
sends us Plate 2, on which he had been working while Plate 1 
had been in our hands. Then he begins work on Plate 3. The 
same process is gone through, with from fifteen to forty plates, 
and two or more tracings, as the course may require. The 
drawing plates, after the first few, are sent, one at a time, 
in the manner already set forth in the case of Instruction 
Papers, so that the student is never out of work. The second 
I nstruction Paper is sent with the proper plate, explaining the 
advanced principles, giving directions in regard to the remain¬ 
ing plates, and containing full instructions for tracing, prepar¬ 
ing blueprint paper, and taking blueprints. We reserve the 
privilege of retaining certain of the plates made by each 
student, to use as an exhibit of the progress made under our 
instruction. 

706. Mental and Moral Influence of Drawing. —In giving 
the teaching of drawing the importance we attach to it, we are 
not oblivious of the mental and moral influence which exact¬ 
ness has on the student. No subject of instruction tends more 
directly to the development of exactness than drawing. And 
exactness is one of the most valued qualities of practical life. 
There are, indeed, many more shining qualities than exactness 
and discipline, but none so useful. It is this, indeed, that 
gives value to all the rest; which sets them to work in their 
proper times and places, and turns them to the advantage of 
their possessor. Without discipline, learning is pedantry, and 
wit, impertinence ; virtue itself looks like weakness; the best 
parts only qualify a man to be more sprightly in errors, and 
active in his own prejudice. Discipline forbids a man to waste 
anything of his own talents, or of those of other men. The 
disciplined, well ordered man finds out the talents of those he 
converses with, and knows how to apply them to proper uses. 
Accordingly, if we look into particular communities and divi¬ 
sions of men, we may observe that it is the man of discipline 
and order, not the merely witty, nor the learned, nor the 
brave, who guides the conversation and shapes the course of 
society. A man with great talents, but void of discretion, 
is like Polyphemus in the fable, strong and blind ; endowed 
with irresistible force, which, for want of sight, is of no use to 


388 


him. Though a man have all other perfections, and want 
discipline, he will be of no great consequence in the world; 
but if he have this single talent in perfection and an ordinary 
share of the others, his will be a position of influence in his 
particular station of life. An educational system like The 
International Correspondence Schools, conducive to discipline, 
is indeed of untold value to society. 

707. Bound Volumes of the Courses.—Besides the Instruc¬ 
tion and Question Papers in pamphlet form, and the drawing 
plates, furnished free of charge to study from, a set of the 
bound volumes of the Instruction and Question Papers and 
drawing plates are loaned to the student on the payment of 
his second installment, and these volumes become his prop¬ 
erty when all his payments have been made. This not only 
constitutes one of the strongest features of the system, but 
offers most substantial proof of the thoroughness, efficiency, 
and completeness of International Correspondence instruc¬ 
tion. No other educational institution on earth has ever 
offered, and no other institution could offer, a student anything 
more valuable than, or anything so inspiriting to a complete 
mastery of the subject matters of a technical education as, our 
bound volumes. Everywhere they have been examined, every¬ 
where they have been studied, they have elicited expressions of 
approval so warm, so genuine, and so universal as to warrant 
us in claiming that nothing in industrial educational work has 
ever yet been published that can be called their equal. 

708. The Subject of Arithmetic.—Any one who owns a set 
of these bound volumes can, provided he is able to read and 
write the English language, thoroughly inform himself in the 
theory of the trade or profession of which they treat. Arith¬ 
metic is, as may be inferred from previous statements, included 
in each course, and commences at the very beginning. The 
digits are named and defined, and instructions given for read¬ 
ing numbers and writing them. The sections on square and 
cube root and on ratio and proportion are very full and complete, 
containing clearer explanations than found in any other arith¬ 
metical course. One or more examples, together with their 
solutions, are given immediately after each rule, to show the 


389 


application of the rale, and numerous “ examples for practice ” 
set forth throughout the entire Paper. These examples have 
been made, whenever possible, to correspond with those likely 
to arise in actual practice ; that is, instead of having the exam¬ 
ples relate to apples, cows, sheep, etc., the aim has been, in the 
Engineering Courses, to have them apply to engines, pumps, 
etc. Our arithmetic is, moreover, strictly up to date, and any 
one, no matter how much he may know of the subject, may, 
by its careful reading, obtain new and valuable instruction. 
We need scarcely add that, in the Engineering Courses, those 
portions only of arithmetic are presented which the student 
needs in order to intelligently follow the remainder of his 
course, and to read and comprehend arithmetical work occur¬ 
ring in textbooks relating to engineering. 

709. Value of Bound Volumes.—The other subjects then 
follow in rotation, and in such a manner that no knowledge of 
any succeeding subject is required in order that any part of 
the subject under actual study may be clearly understood. 
Each subject is treated as fully as necessary to give the student 
a thorough working knowledge both of theory and practice. 
Constant references are made to preceding subjects, and many 
of the examples so stated that the student is obliged, in his 
solution, to use rules, formulas, and principles learned when 
studying these subjects. He keeps himself, by this means, 
constantly in touch with what he has previously learned. 
This constant application of what he already knows to the 
subject he is studying, not only demonstrates the value of 
knowledge previously gained, but also impresses that knowl¬ 
edge more firmly upon his mind. Knowing from actual 
experience just what portions of the text are likely to prove 
most intricate to one studying the subject for the first time, 
the writers have made every effort to state the facts in lan¬ 
guage the most comprehensible to the reader. 

710. An Army of Critics.—It is well, in this connection, to 
note one great advantage we possess over all other authors of 
textbooks. Our many thousands of students comprise men of 
every walk of life ; men of considerable education, and men 
of no education ; men with strong reasoning powers, and men 


390 


without such powers in equal degree. We receive, as a con* 
sequence, many letters every day from various quarters, 
containing suggestions and inquiries. We are enabled, from 
these letters, to determine those particular points most trying 
to our students. Thus, when preparing a new edition of an 
Instruction Paper, we are enabled to remedy all defects and 
remove all complex statements, definitions, explanations, or 
solutions that may have occurred in the first edition. The 
third edition goes, if necessary, through the same process. 
Many Papers in our bound volumes, having gone through 
from two to five editions and as many revisions, their adapta¬ 
bility to all classes of readers ought to be apparent. When 
an ordinary textbook is revised, the revision is usually accom¬ 
plished by adding more to—not by emendation of the text, 
which is indeed very rarely changed, the author of such a 
book having no such means as we have of finding out the diffi¬ 
culties that beset his readers. Then, too, as the ordinary 
textbook is very rarely intended for self-instruction, the 
author might not deem it advisable to alter the original text, 
preferring to leave it to the teacher to explain any difficulty 
that may arise. 

711. Logical Arrangement of Subjects.— Any one wishing 
to review subjects previously studied will find our bound 
volumes of great benefit. The way in which the subjects are 
presented, at once appeals to the student’s sense of logical order, 
for he obtains a more exact idea of the real value of theory, as 
applied to the trades and engineering professions, than he 
possibly could otherwise. Many statements which may have 
puzzled him, or which he comprehended only after much 
study and hard thinking, are explained in such a manner as 
to make it a pleasure for him to review his studies. For 
example : The subject of the resolution of forces, as usually 
treated in works on mechanics, is not sufficiently clear to give 
the student a thorough understanding of its leading principle. 
Thus, the reader is told that, if he wishes to find the effect 
which a given force will produce in any required direction, 
he must resolve that force into two components, one parallel to 
the required direction, and the other perpendicular to it. The 
reasons for resolving the force into components in this arbitrary 


391 


manner are so obvious to the author that he overlooks the fact 
that the search for these reasons may cause a great deal of 
trouble to beginners. 

712. Tables, Rules, and Formulas.—There is in each set 
a volume containing all the principal tables, formulas, and 
rules given in the other volumes. Each letter used in a 
formula is defined immediately above that formula. The 
formula number and the number of the article in which it 
occurs are placed after, and a heading, stating the purpose of 
the formula or rule, placed directly above it. The reader may, 
at a glance, perceive what a valuable aid this volume must 
prove. Nothing similar to it has ever before been published. 
The book, being small, may be carried about without incon¬ 
venience, and found an almost daily aid in actual work by 
persons engaged in engineering and mechanical pursuits. All 
the calculations have been made and verified by our instructors, 
men of large practical experience in the subjects treated. The 
uses of the volume thus produced will be best appreciated by 
those having it close at hand in the drafting room, the machine 
shop, the engine room, or wherever work is done, the accuracy 
and rapidity of which may be increased by the help of labor- 
saving computation. 

713. Arrangement of the Drawing Plates, Etc.—We have, 
in our bound volumes, paid particular attention to the arrange¬ 
ment of the Instruction Papers on drawing, and of the 
drawing plates themselves. To obviate inconvenience arising 
from the presence of folding plates in a book of this kind, 
this volume differs in size and form from that of other vol¬ 
umes. Its size is Hi inches by 14| inches (opening to lli 
inches by 29 inches), the drawing plates being 12 inches long 
between the border lines. This has enabled us to place the 
description of each plate opposite the plate referred to, obvia¬ 
ting, in this way, any turning of leaves when comparing the 
text with the plates. To one accustomed to the ordinary 
works on drawing, this volume is a revelation. The plates 
are exact reproductions, by photo-zinc process, of actual 
drawings, slightly reduced, to prevent the student from copy¬ 
ing the drawing by the use of spacing dividers, or other 


392 


similar device. These plates, as examples of the draftsman’s 
art, cannot be surpassed, and we have never seen them equaled. 
The beautiful evenness of the sectioning, the width of the lines, 
and the fine and delicate shading, acts as an inspiration and 
an incentive to the student. A very complete index is also 
placed at his disposal. The majority of the plates are, it may 
here be remarked, drawings of machine details taken from 
blueprints. 

714. The Keys.— The last volume in each set contains the 
answers to the questions and the solutions of the examples in 
the Question Papers of the course, found at the endof the other 
volumes. These Keys, written with the utmost care and 
thoroughness, combined with our usual lucidity of statement, 
are illustrated, where the subject matter requires it, with draw¬ 
ings and diagrams in the text. 

715. The Indexes.— The indexes are so very accurate and 
complete that the reader can find, almost instantly, any defi¬ 
nition, rule, description, or solution that he wishes. Whenever 
deemed advisable, the same reference has been indexed in 
several places. Thus, “centrifugal force” may be found under 
“ C ” or under “ F ” ; and “ mechanical equivalent of heat” 
under “ M,” under “ E,” or under “ H.” Great attention has, 
in fact, been given to every detail likely in any way to benefit 
the reader. 

716. Unapproached and Unrivaled. —Are we, then, claiming 
too much for our bound volumes when we say that thej^ are 
unique in their excellence ? Are we expecting too much when 
we state that the free gift of this splendid repertory of 
knowledge ought to be one of the strongest inducements to 
students, not only to enroll, but to pursue their studies with 
such scrupulous diligence as to make these volumes of inesti¬ 
mable value? Search all the educational records of the land, and 
nowhere will it be found that a great institution provides its 
students with a complete library of technical instruction such 
as our bound volumes, according to the judgment of compe¬ 
tent persons, really constitute. In this, as in so many other, 
respects, The International Correspondence Schools stand 
unapproached and unrivaled. 


717. Commendation of Educated Men. —The International 
Correspondence Schools, having no quarrel with any other 
system, stand on their own indisputable merits and unequaled 
achievements. An education may be judged by the standard 
of effectiveness, determined in two ways : first, by the judg¬ 
ment of educated men, competent to decide ; secondly, by its 
effects on the lives of those who have enjoyed its advantages. 
University graduates of the old and new world combine in 
honoring us with emphatic testimonials of approval, as follows : 

“ The courses are more thorough than those of some of the 
leading colleges.” “ I have had a good course in an eastern 
college, but have found much that is new to me.” “ After two 
years at a technical sliool and two years’ practice in civil 
engineering, your course has been worth more to me than all 
of my previous training and practice.” “After being at schools 
and colleges, and receiving instruction from private teachers, 
I have learned more during my two years’ course in your 
Schools than I would have gained by six years’ study by other 
methods.” “Contrasting school, college, and home study, 
your manner of teaching is by far the most satisfactory.” “As 
a university graduate, I consider your method of imparting 
knowledge an admirable one.” “ No engineer, no matter what 
high position he holds, should fail to avail himself of the 
advantages open to him to regain what he may have lost by 
want of practice, and thus become thoroughly reestablished 
and reinformed.” “I have had an education in one of our 
leading technical schools, and in schools abroad. Anyone can 
get, with you, a very good knowledge of the subjects taught.” 
“I got more information, and of a more practical character, 
and at far less expense.” “ The student can acquire a knowl¬ 
edge of the subjects taught equal to that which could be 
obtained at most technical schools or universities.” 

718. Unqualified Endorsement of Professional Men. —Our 

courses have also received the unqualified endorsement of pro¬ 
fessional men of all classes, of teachers in preparatory and 
normal schools, and of noted college instructors and professors. 

Elsewhere we propose to speak more fully of the results we 
have achieved. Here we may offer a few citations from the 
mass of commendatory correspondence at our disposal. 


394 


“ My prospects are better, my pay lias been increased, and I 
have been put in a position of more responsibility.” ‘‘I was 
working on the bench ; now I have charge of the room.” “ My 
increased efficiency has enabled me to ask for and receive a 
50-per-cent, advance in my salary.” “I have been advanced 
from the shop to the drafting room.” “I have gotten up 
plans, specifications, and drawings for two boilers, which 
boilermakers tell me are among the best they ever had to 
work by.” “ I fill successfully a higher position.” “I have 
secured a position as technological instructor.” “ I was second 
engineer ; now I am Treasurer and General Manager.” “ The 
firm is building a new plant and I am laying it out.” “I was 
able to make changes in, and redraw plans for a six-story 
building, and superintend the erection of the same, thus saving 
my employers architect’s fees.” “I was a workman ; now I am 
foreman.” “ I have already become a contractor and builder, 
and expect, eventually, to become an architect.” “My recent 
studies have been very beneficial in my business as surveyor.” 

719. Results Differ Only in Degree. —The results of our 
instruction differ only in degree from the best college or uni¬ 
versity education. Few colleges or technical schools can point to 
examples of greater relative benefits conferred. The colleges, 
universities, and technical schools, taking comparatively 
uneducated men, enable them to qualify for better positions 
and entertain brighter prospects than they could otherwise 
enjoy. So do we. The former can, however, by the very 
nature of things, open their doors to the well-to-do only. Our 
doors are open to all, while our courses help not only the well- 
to-do, but those who, from financial considerations, could 
never even think of the possibility of attending college to get 
an education to enable them to rise in their chosen occupations. 
While cheerfully acknowledging the merits and benefits of 
technical schools and colleges, we may safely claim that corre¬ 
spondence instruction has advantages, as compared with a 
college or any other school training, not to be ignored or denied. 

720. Oral and Written Explanations.—In class lectures, 
attention may, for instance, be distracted by surroundings. 
Oral explanations cannot, at all times, be grasped or retained 


395 


as given. While the student’s attention may be arrested by 
one portion of the lesson, the teacher, of course, proceeds, and 
the student, thus losing part of the lesson, cannot understand 
the remainder. Then, the instruction being often general, the 
student often fails to receive light on a point, in his case, 
perhaps, most necessary. The Correspondence student, how¬ 
ever, cannot leave one point for another without having mas¬ 
tered the first. Besides, his recitations being in writing, his 
every weak point is clearly brought out, enabling the instructor 
to know exactly how to assist him. 

721. Duty of the Correspondence Teacher. —The Corre¬ 
spondence teacher comes in closer contact with his pupil than 
can professors instructing large classes orally. Mark well, too, 
that, when the instructor is correcting the work and giving 
guidance to the Correspondence student, his mind is occupied 
with that student’s concerns alone. Hence, better work on the 
part of instructor for student than when his attention is divided. 

722. Value of Written Explanations. —To commit anything 
to memory well, it must be clearly and firmly apprehended. 
To apprehend clearly and firmly, attention must be fixed, that 
a full and exact impression of the thing apprehended may be 
left on the mind. Anything both heard and read commands 
closer attention and is better understood than if heard only or 
read only. Equally true is it, that things read until under¬ 
stood, and then reduced to writing, are more enduringly 
engraved on the memory than those read only. They are 
recollected more easily because more surely acquired. 

723. Every Home a Schoolhouse. —The International Cor¬ 
respondence Schools, by calling to their aid the fleet messengers 
of the postal service, meet, better than any other plan, the 
peculiar conditions surrounding workingmen desirous of 
improvement. Education is now, through their instrumen¬ 
tality, within reach of all. Every workingman may make of 
his own home a schoolhouse, where he can study during leisure 
hours and prepare himself for a higher position in life. We 
thus add another to the sacred and endearing ties of home. 

“ Where we live is home, 

“ Home that our feet may leave, but not our hearts.” 


396 


724. Gentleness. —Anything that adds to love of home 
tends to the cultivation of the virtue of gentleness, one of the 
sweetest qualities of domestic and social life—gentleness which 
is founded on a sense of what we owe to Him who made us 
and to the common nature in which we all share. Gentleness 
arises from reflections on our own failings and wants; and 
from just views of the condition and the duty of man. It is 
nurtured and strengthened by study. It is a native feeling 
heightened and improved by principle. It is the heart which 
easily relents ; which feels for everything human, and is back¬ 
ward and tardy in inflicting the smallest wound. Affable in 
its address and mild in its demeanor, it is ever ready to oblige 
and willing to be obliged by others. Breathing habitual kind¬ 
ness towards friends, courtesy to strangers, long suffering to 
enemies, it exercises with moderation; administers reproof 
with tenderness; confers favors with ease and modesty. 
Unassuming in opinion, it is temperate in zeal. Contending 
not eagerly about trifles, it is slow to contradict, and still 
slower to blame, but prompt to allay dissension, and to restore 
peace. It delights above all things to alleviate distress; and 
if it cannot dry up the falling tear, it soothes at least the griev¬ 
ing heart. Where it has not the power of being useful, it is 
never burdensome. It seeks to please, rather than to shine or 
dazzle; and conceals with care any superiority oppressive to 
those beneath it. It is, in a word, that spirit and tenor of 
manner commanded by the best of books when it enjoins us 
“to bear one another’s burdens; to rejoice with those who 
rejoice, and to weep with those who weep ; to please every one 
his neighbor for good ; to be kind and tender hearted; to be 
pitiful and courteous; to support the weak, and to be patient 
to all men.” In making the homes of the people, through the 
benign influence of study, happier, sweeter, and gentler, we 
render society a service certain to receive the heartiest recog¬ 
nition. 

725. The Student a Class by Himself. —Each student being 
a class by himself, his progress depends upon the time he can 
devote to study. One man may get through in a year-; another 
may take longer, but the slower student reaches the goal in 
his own good time. This is more than can be said of regular 


397 


schools, since, in these schools, students must keep up with 
the classes or abandon the studies. 

726. No Vacation Seasons. —There are, under International 
Correspondence methods, no vacation seasons. Persons may 
commence their studies any day of the year, sure of thorough 
instruction whether they begin at one time or at another. 
Studies may be interrupted whenever necessary, and resumed 
when convenient. 

727. The Question of Expense. —Besides the fact of our 
charges for tuition being much more moderate than those of 
ordinary schools, the student saves, in addition to transporta¬ 
tion to and from school, the cost of board, books, and many 
other items of expenditure. 

728. Disadvantages of Night Schools. —Added to other dis¬ 
advantages, night schools, teaching technical subjects, must be 
located in populous districts, to justify the employment of 
competent instructors. Such schools are, therefore, usually 
restricted to the largest cities only. They fail to meet the 
pressing demand for a system of teaching adapted to working, 
business, and professional men living in the less populous 
towns, and rural districts generally. 

Evening classes cannot, we declare, command regular attend¬ 
ance. Sickness, or family and social duties, too often inter¬ 
vene. Besides, men ambitious and energetic enough to study 
in leisure time, usually stand so well with their employers that 
if a breakdown occur, or any extraordinary emergency arise, 
they are called on to do night w r ork. Again, the appointed 
class hours are not always suitable. If a single lesson be lost, 
the student is placed at a great disadvantage by not being able 
to take up what follows. It is a safe estimate to say that out 
of every four students attending night schools, one is absent 
at every session ; and that only one in twelve completes the 
subjects taken up. In a night school, as in all ordinary day 
schools, students must keep uniform pace in their studies—a 
pace often too slow to suit the bright student, or too fast for 
the dull one to maintain. 

The Correspondence student loses no time in going to and 
from school; he studies at home, without interfering with his 


398 


work or social engagements, and when he misses an evening, 
may take up his studies just where he may have left off. His 
obejctions to revealing present knowledge or rate of progress 
are respected, and nobody but his instructor knows where he 
begins or how fast he advances. 

Night schools, compared with The International Correspond¬ 
ence Schools, are, in truth, inferior in (1) completeness of 
curriculum; (2) standard of excellence; (3) efficiency of 
instructors and instruction ; (4) opportunities of student as 
to textbooks and time; (5) cost; (6) bright students being 
retarded by dull; (7) backward students becoming discouraged. 

729. Adapted to Those Living in Isolated Localities. —A 
striking feature of the International system of education is, 
indeed, its admirable adaptation to those living in isolated 
localities. 

The correspondence method of instruction meets the require¬ 
ments of not only farmers and their families, farm hands, 
young men, and others in small villages having limited educa¬ 
tional advantages, but also planters, lumbermen, stock raisers, 
herders and drovers, miners, lighthouse keepers, telegraphers, 
soldiers, sailors and marines, postmasters, express agents, and 
others who desire to educate themselves, but, by reason of the 
isolated localities in which they live, or the nature of the 
business in which they are engaged, are prevented from attend¬ 
ing school. 

Students engaged in these occupations study successfully by 
our correspondence system. Each student, no matter how 
much isolated from the others, participates equally in the 
benefits of the Schools. From persons living in isolated places 
comes the very natural question : “ How can a man learn 
without seeing his teacher?” He does not require to see his 
teacher, for the teacher writes him, if necessary, every day. 
He is assigned new work when proved proficient in that in 
hand, and the time in which he may get through his course 
depends upon his application to the work. 

730. Our Representative Enrolment.—That our Schools 
fully meet the wants of those living in isolated localities is 
proved by our large enrolment, representing all parts of the 


399 


civilized world, the mining camps of Alaska and the far 
west, distant military posts, the life-saving stations of the sea- 
coast and the great lakes, and other distant sections of the 
United States. 

The Schools have many students in foreign lands. In South 
America, Europe, Asia, Africa, Australia, Tasmania, New Zea¬ 
land, and the Hawaiian Islands—wherever the mails go—The 
International Correspondence Schools furnish instruction to 
many living in such isolated localities that they could not, in 
any other way, educate themselves. 

A student whose home is about ten thousand miles from 
Scranton, writes : “Your methods are thorough and conducive 
to pleasure as well as knowledge. It is a great advantage to be 
able to correspond on subjects in which one is desirous of 
improving.” Another writes from a South African mining 
camp, “ I feel that you have an interest in each of your stu¬ 
dents, and cannot speak too highly of your method of instruc¬ 
tion by mail.” 

Students of the Schools in the United States navy are study¬ 
ing as successfully on shipboard as if ashore. Although the 
men-of-war to which they are attached are sent to all parts of 
the world, the postal service—through the United States con¬ 
sulates—enables them to keep in touch with their Instructor, 
and receive the same careful attention as their fellow students 
at home. 

731. Home Study With Textbooks.—A course in The 
International Correspondence School is much less expensive 
than home study with textbooks which may cost hundreds of 
dollars. Every one knows that books, covering the theory of 
any special trade and the sciences relating to it, are very 
expensive. Our students require no textbooks but the Instruc¬ 
tion Papers furnished free of charge ; then, in due time they 
receive, as already pointed out, a complete set of bound vol¬ 
umes of all the Instruction Papers, Question Papers, and draw¬ 
ing plates used in their courses, and these, taken together, form, 
as we have seen, the most complete series of textbooks, in the 
theory of the trade or profession to which they relate, ever 
offered any student, or class of students, in this or any other 
country. There is, besides, another grave objection to home 




400 




study with textbooks. It is the want of preparatory study. A 
student desirous, for instance, of studying mechanics, selects a 
textbook on steam engines and reads. He has made but little 
progress before he sees that there is something he must learn 
before he can understand the text. Glancing through the 

Pa F 

book he sees, let us say, H. P. — 33 qqq » Asking what this 

statement means, he is disheartened to hear that it is an 
algebraic expression, and algebra happens to be a science with 
which he is wholly unacquainted. He lays down the book 
under conviction that it is too deep and difficult for him. 


732. Relation Between Algebra and Arithmetic. —Our 
courses in arithmetic are an admirable preparation for the 
study of algebra, which is, after all, just as easy of acquisition 
as arithmetic itself. In arithmetic, numbers are represented 
by figures ; such as, 1, 2 , 3, 4, 5. There is no reason, however, 
why numbers may not be expressed by symbols, such, for 
instance, as a, b, c , x, y, when exact rules prescribe the use of 
the latter. In algebra, numbers are represented both by 
figures and letters, the use of letters often simplifying the solu¬ 
tion of problems and shortening calculations. Letters are 
general in their meaning. Thus, unlike figures, the letter a 
does not stand for 1 , nor b for 2, c for 3, and so on, but any 
letter may be taken to represent any number ; but a letter thus 
taken must stand for the same number throughout the example 
in which it is so taken. Algebra is, in a word, under our 
system, not a difficulty, but a delight. 


733. The Textbook Method and Our Method. —All ordinary 

textbooks take it for granted that the student has some pre¬ 
paratory education, and, if he has not, these books are of 
little use to him. Then, under the system of self-education 
with textbooks, the student is a blind leader of the blind. 
To select from textbooks the matter of special use to him, 
he needs the guidance of some experienced person, or his 
time will be wasted and his efforts at acquiring useful knowl¬ 
edge nugatory. Under our method the student, led by his 
instructor, takes first, as we have said, a thorough course of 
arithmetic, and after he has mastered one subject thoroughly, 


401 


proceeds to another, spending no effort in vain, and wasting 
no time in purposeless study. Ours is, indeed, not only the 
model, bnt the only practicable method of a thorough home 
education for the vast majority of people. 

734. For Those Deprived of School Advantages. —How 
many people there are in this country, who, deprived of 
school advantages during their younger days, have deplored 
this great loss all their lives ! Yet, if they only knew how they 
could get, right where they are, all the advantages they so 
ardently desire—by means of The International Correspondence 
Schools—how many thousands would gladly seize the oppor¬ 
tunity and give themselves the benefits of home study, strength¬ 
ened by the helpful aid of the most competent instructors ? 

It is a great thing to form a habit of improving the mind at 
every opportunity—no matter how short the time or how 
meager the opportunity. It is wonderful what a habit of 
systematic reading or studying will do for a person, if carried 
on through a term of years. The habit of concentrating the 
mind upon one thing regularly each day, even if only for a 
few minutes, or a half hour, or an hour, will accomplish won¬ 
ders. Let one who doubts this, try the experiment and be 
convinced. 

735. Doubling Our Talents. —Michael Angelo wore, over 
his forehead, fastened to his artist’s cap, a lighted candle, in 
order that no shadow of himself might fall upon his work. 
It was a beautiful habit, and one that taught an eloquent 
lesson ; for how often the shadows that darken our lives 
come from ourselves ! While some people seem to radiate 
sunshine, others enshroud themselves in gloom. One man 
will turn the most uneventful life into poetry, while another 
will change the most poetic surroundings into the dullest of 
prose. The man who puts his soul into his task, however 
lowly his work, transmutes labor into a pastime. 

Mechanics, mechanics’ sons, farmers’ sons and daughters, 
all ye who stand idly by, waiting for life’s best opportunities : 
are you doubling your talent? Yes; if you are profiting by 
the advantages offered by The International Correspondence 
Schools to fit yourselves for life’s struggles ; to triumph over 


402 


the obstacles besetting your path ; and to acquire that position 
of usefulness, activity, and influence in society to which the 
Father of all Good has called you. 

736. Environment. —Life is a fine art. Character, conscien¬ 
tiousness, will transform discord and deformity into harmony 
and beauty. Some women will make a delightful home in a 
house without a picture, a carpet, or a piece of bric-a-brac. 
They have the secret of compelling order and sweetness to live 
with even bare floors and pictureless walls. Other women 
could not make a home with a million dollars. They may 
have plenty of books, costly tapestries, superb furnishings, 
elegant pictures, but having no warmth, no harmony, no love, 
no sweetness, no contentment, they possess none of that inde¬ 
scribable charm which beautiful natures cast upon everything 
around them ; that atmosphere of harmony which surrounds 
noble souls, and in which grows all that is beautiful and 
uncramped, is, in their case, wanting. 

We have been in the houses of millionaires whose forbidding 
coldness chilled us to the bone ; where there was no fitness of 
things, no sense of proportion ; where nothing appealed to the 
higher life, or touched the finer sensibilities ; where everything 
savored of money and smelled of the shop ; where suddenly 
acquired wealth had brought nothing of finer culture to uncouth, 
uncultured minds ; where everything seemed to partake of the 
vulgar dollar. We have been in the homes of poverty where 
an air of refinement and sweet culture rested like a benediction 
upon every member of the family, and clung to every piece of 
furniture. High thinking went with the plain living ; ideal 
simplicity pervaded the very atmosphere ; and the soul rejoiced 
in the absence of all constraint. 

Such are the homes gladdened and enlightened by the 
instruction offered by The International Correspondence 
Schools—an instruction that alleviates the burdens of the 
toiler, of the humble, and industrious, with hope’s blessed 
peace and life’s supernal strength. 

737. Discontent Removed.—Study, under our system, 
removes discontent, for it gives the laborer a true sense of 
labor’s nobility. The discontent with the work you are com- 


403 


pelled to do, comes from your doing it in the spirit of a drudge. 
Do your work with the ideality of an artist, with a perception 
of the beauty which inheres in all honest toil, and the drudgery 
will become delight. It is the spirit in which we work, not 
the work itself, which lends dignity to labor. 

738. The Picture Galleries of the Soul. —Every man’s 
soul is a gallery ; he can hang it with works of art, fresco it 
with faithfulness, and decorate it with beaoty ; or he can mar 
the walls with half-done and botched work ; he can hang it 
with daubs instead of beautiful pictures ; he can blot and 
bespatter it ; he can stain and spoil it. He cannot leave the 
walls blank, for if he is idle they will grow dingy and grimy, 
moldy and forbidding—idleness will defile, corrode, and blast. 
Something he must do, and every touch of the brush is 
indelible. He cannot change or erase it, and begin again. 
Every indifferent or careless stroke will remain there forever, 
to reproach him for his folly. 

He can never get out of this gallery. It must be his home 
forever, through time and eternity. He can make it a place of 
beauty, which shall inspire and elevate ; which will be a con¬ 
stant uplifter to his thought and purpose ; and which will lead 
him into a higher life of beauty and holiness ; or, he can fill it 
with hideous images which will haunt his disappointed soul 
through eternity. The canvas is given him, the brush is 
placed in his hand by an unseen messenger when he enters 
life. As he looks forth for the first time in the gallery, these 
words confront him: “The canvas waiteth. What will you 
do with it? Will you make the best of it?” 

739. Improving Opportunities. —In one hand, a thousand 
dollars increase to a million ; in another they dwindle to a 
dime. One buys a title deed in the West, and his descendants 
become rich. Another buys canvas, or pen and ink, and sends 
his genius down the ages. It is not a question of how many 
talents you have, but have you doubled what you already 
have? A man who has doubled his one talent does infinitely 
better than he who merely preserves his ten. 

How near do you come to doubling your talents and making 
the most of your faculties? Are you improving your oppor- 


404 


tunities to the utmost? How near do you come to equal¬ 
ing your possibilities? How does what you are compare with 
what you might be? You are a failure if what you might be 
is ten times as large as what you are. You are a failure if you 
are not doubling your talent or talents, whether at a cobbler’s 
bench or in Congress. A good farmer is more useful than a bad 
governor ; a good private than a bad general. 

740. The Master of Harmonies. —Mendelssohn once went 
to see the great Freiburg organ. The custodian, not knowing 
who he was, would not let him touch it. After much persua¬ 
sion, he allowed the persistent youth to touch a few notes. 
The old man stood entranced ; he had never heard such melody 
before. At length he asked the great player his name, and, 
when he was told, stood humiliated and self-condemned. 
A greater musician than Mendelssohn, unknown to us, per¬ 
haps, has stood by the human organ, which, very possibly, 
has given out only “ wolf notes” before the world, pleading 
with us to let Him touch the strings, and bring out music 
divine. But we have refused till age and disuse have rendered 
the instrument almost unfit to express harmony, even at the 
touch of the Divine hand. AVe have not made the most of life. 

741. “The Mind is Its Own Place.” —There is no one so 
small that he cannot make life great by high endeavor; no 
sick, crippled child, on its bed, that cannot fill a niche of some 
kind in the world. 

“ Be your own palace, or the world’s your jail.” 

Beautiful lives have blossomed in the darkest places, like 
pure white lilies, full of fragrance, springing from the slime of 
stagnant waters. A hundred-pound youth may be of but little 
more value than a brute of the same weight; or may be devel¬ 
oped by toil and study, hardship and struggle, ideality and 
aspiration, into a thorough man or woman—a AVashington or a 
Lincoln, a Milton ora Gladstone, a Grace Darling or a Florence 
Nightingale, a Mrs. Livermore or a Miss AVillard. 

742. Thorough Men and Women. —The aim and thepurpose 
of The International Correspondence Schools are to bless this 
nation with thorough men and women, and no prophetic fire 


405 


does it demand to predict that a grateful posterity will one day 
bless these Schools for having given the world men whose lives 
will parallel those of the noble men and women whose efforts 
and sacrifices for humanity gild and consecrate every page of 
this century’s marvelous story, from Nelson’s masterful vic¬ 
tories over despotism, which marked its opening, till Dewey’s 
triumph over bloodthirsty tyranny, which fittingly closes the 
grandest epoch in human development and progress. 

743. The Leadership of American Industry.— “I am posi¬ 
tive,” said Dr. T. Guilford Smith, at Alfred University, “that, 
in the struggle soon to come, and into which we are now enter¬ 
ing, with all the rest of the world, for industrial supremacy, 
we shall win. We shall win, because of the educated work of 
our people, directed by the still higher educated minds of our 
leaders. The other nations with which we must compete are 
Russia, Great Britain, and Germany. Already, these nations 
are looking to us for inspiration as to methods.” 

“I particularly request you,” says the Russian Prince 
Hilkoff, Minister of AVays and Communications, managing 
engineer of the Trans-Siberian Railway, “to send all the 
literature bearing upon the opening of the various Pacific 
railways.” 

In Great Britain, at the British Iron and Steel Institute, it 
was said that the two largest iron masters were the Duke of 
Devonshire and the Earl of Derby. The former admitted that 
they were obliged to use American methods and automatic 
machinery. He went on to speak of increased laboratory work 
and industrial instruction. He said that Spanish officers have 
been obliged to send to France for workmen to repair a portion 
of the fleet of Cadiz. Their ship engineers are almost all 
foreigners—many of them Scotchmen and Englishmen, and no 
Spaniards. 

“In a visit to Southern Spain, in February last,” says a 
traveler, “I found the railway cars and trolley lines in the 
hands of foreigners. English, French, and German companies 
had control of the electric light, gas, and water, as well as of 
the ore mines ; but the picture galleries, churches, palaces, and 
monuments were in Spanish hands. 

“Barcelona is tired of the old regime,” he says. “This part 


406 


of the kingdom believes in protection to home industries 
against the free-trade policy of the grandees and landowners ; 
in Barcelona, the recent insurrection showed the pow r er of 
sentiment.” 

744. The Secret of America’s Future Triumphs.— Univer¬ 
sal education, and especially universal technical education, is 
the- secret of America’s future triumphs, the permanency of 
her institutions, and the emancipation of mankind from the 
blight of ignorance. The International Correspondence Schools 
offer the nation that technical education which the multi¬ 
tudes demand. What shall be permitted to stand between the 
people and that which they need? 

745. Summary of Advantages.— The advantages of Inter¬ 
national Instruction by Correspondence may, from the fore¬ 
going and all that it implies, be summarized as follows : 

1. The Correspondence system compels the close attention 
of the student. 

2. The attention of the student is not distracted by the 
work of other students. 

3. Writing the lesson engraves it on the memory. 

4. The work of the student need suffer no interruption. 

5. Our instruction in drawing is the very best obtainable. 

6. International Correspondence instruction is inexpensive. 

7. It is confidential. 

8. Written work demands forethought, care, judgment, 
and accuracy. Oral work has its merits in inspiring readiness 
of thought and speech, but for thoroughness and accuracy 
offers smaller opportunity to the student. 

9. Habits of thoroughness and accuracy are developed 
and confirmed, to the highest degree, by this system of 
study—for none but the man who knows fully what he writes 
of can express himself clearly in writing; and clearness of 
expression in writing demands the most exact thought. 

10. The student’s work is thoroughly and painstakingly 
corrected, the same attention given to one student that the 
most efficient college professor could give a whole class. The 
student’s interest in the work is maintained by the thorough¬ 
ness of the w r ork demanded of him. 


407 


11. Time usually profitless may be made fruitful of benef¬ 
icent results to any one taking a course in The International 
Correspondence Schools. A few moments a day make several 
hours a month. Several hours a month, given to any line of 
study, mean, in time, the mastery of the subject so studied. 

12. The system presents the most beneficial aspect of rela¬ 
tionship between instructor and student, for each student is a 
class in himself, dealt with exclusively by the instructor, until 
the work of instruction is complete. 

13. Knowing the needs of each student by his acquire¬ 
ments, the instructors give each the special assistance and 
encouragement demanded by his needs, as well as by his legiti¬ 
mate aims and ambitions. The student is thus individually 
assisted and encouraged till his course is satisfactorily com¬ 
pleted. All efforts are appreciated, every improvement noted, 
and the learner encouraged in every way. The student has 
in his instructor a conscientious and sympathetic friend. 

14. In The International Correspondence Schools, stu¬ 
dents are taught by the ablest instructors it is possible to pro¬ 
cure—men of education and of large experience in the subjects 
which they teach. They are assisted in the preparation of the 
Instruction and Question Papers by the ablest specialists in 
the country—employed expressly for the purpose. The student 
has, therefore, the advantage of the knowledge and experi¬ 
ence of the ablest engineers and experts connected with the 
sciences he is studying. 

15. The International Correspondence system is free from 
the >disadvantages attendant upon night schools. 

16. It is superior to home study with textbooks. 

17. There is no time limit to any course of study. The 
student remains under instruction till he qualifies himself for 
a diploma. 

18. After his course has been completed, the student may, 
through the bound volumes, which in themselves constitute 
a complete technical library, review it as often as he wishes. 



CLASSES BENEFITED BY 
OUR SYSTEM. 


746. The Champion of Industry. —No feature of The 
International Correspondence Schools’ system invites closer 
attention, or merits heartier commendation, than its wide¬ 
spread power of enlightening and humanizing beneficence. 
To so many distinct and important classes of the body social 
does it extend its helpful influences that it may well be termed 
the emancipator of labor, the protector of industry, and the 
defender of citizenship. 

747. Lord Shaftesbury on Education. —A noble purpose 
was that had in view by Lord Shaftesbury when, in the 
Imperial Parliament of Britain, he uttered the memorable 
words : “ I confess that my desire and ambition are, to bring 
all the laboring children of this empire within the reach and 
the opportunities of education, and within the sphere of happy 
and useful citizens. The march of intellect, the restless 
activity, the railroads and steamboats, the stimulated ener¬ 
gies of mind and body, the very congregating of our people 
into masses and large towns, may be converted into influences 
of mighty benefit.” 

Noble, indeed, as was the purpose of Lord Shaftesbury, 
ours, while losing nothing in nobility, by comparison, stands 
out in splendid prominence by reason of its greater breadth 
of aim and its more potent instrumentation in blessing indi¬ 
vidual lives, gladdening homes, and buttressing common¬ 
wealths. We improve, we strengthen, and qualify men for 
the highest functions of industrial and civic life. 

748. Various Definitions of Education.—Beautiful and 
impressively grand was the definition of education’s purpose 
by the ancient Hebrews when they declared its aim to make 
men “faithful servants of Jehovah.” The heroic Spartans 
held that the end of education was to train soldiers, while 
martial and imperial Home laid down its purpose as the 

408 



making of a man fit to perform, justly, skilfully, and mag¬ 
nanimously all the offices, both private and public, of peace 
and war. The cultured Athenian made the object of educa¬ 
tion the cultivation of a beautiful soul in a beautiful body. 
To this, Socrates added that the chief aim of education should 
be to dispel error and discover truth, while Plato, in more 
exact accord with his countrymen’s views, stated that educa¬ 
tion should give, to body and soul, all the beauty and all the 
perfection of which they are capable. Aristotle, on the other 
hand, made education the attainment of happiness through 
perfect virtue. Erasmus, in his turn, declared that general 
education should prepare for future duties, while Luther 
affirmed that it should secure more effective service, both in 
church and state. Melancthon’s view, that general education 
had for its object the preparation of men for service as citizens 
and subjects, was another form of Rabelais’ definition that it 
should produce complete men, skilled in art and industry. 
Locke defined the aim of education as practical knowledge, 
rather than mere learning, and a sound mind in a sound body ; 
Fenelon, to train for the duties of life ; Rollin, to train heart 
and intellect at one time ; Francke, to prepare for a life of 
usefulness ; Rousseau, complete living; Pestalozzi, natural, 
progressive, and systematic development of all the powers ; 
and Froebel, to direct natural activities to useful ends. 

749. The Secret of Doing One Thing Well. —Apply these 
definitions to The International Correspondence system, and 
you will find it nowise disqualified, in purpose or efficacy, 
from reaching and fulfilling the high aims so lucidly and 
suasively set forth by the illustrious men we have just named 
—men who lived and wrought for the Godlike end that 
humanity might be happier and the world brighter. If there 
be, however, one special characteristic of The International 
Correspondence Schools, calling, more than any other, for 
special recognition, it is their evident purpose and undoubted 
equipment for the work of imparting to men the valued secret 
of doing one thing well. Everywhere, the man who has 
mastered one thing is the man who finds places open. In the 
business world, in scholarship, in art, in military life, in 
religion, in the various industrial pursuits, while others are 


410 


searching for place, he finds room at the top. Columbus the 
discoverer, Napoleon the general, Livingstone the missionary, 
Luther the reformer, Gibbon the historian, Abraham Lincoln 
the emancipator, Thomas A. Edison the inventor, Tennyson the 
poet, Gladstone the statesman, Spurgeon the preacher, and a host 
of others, became eminent in the world because, like Paul, the 
supreme motto of their lives was, “This one thing I do.” 

The lesson here is too plain to be pointed out. We may be 
able to know r many things, see many things, do many things— 
in a certain way—but let us know one thing, at least, and be 
able to do that one thing well. 

“For each content in his place should dwell 
And envy not his brother; 

And any part that is acted well 
Is just as good as another.” 

Our purpose is, through knowledge, to make the world a 
fitting home for the children of men—a part we would fain take 
in conveying to the race the lessons so splendidly recited by 
Lord Tennyson ; 

“Self-reverence, .self-knowledge, self-content, 

These three alone lead life to sovereign power; 

Yet not for power (power of itself 

Would come uncall’d for), ‘but to live by law,’ 

Acting the law we live by without fear; 

And, because right is right, to follow right 
Where wisdom is the scorn of consequence. ” 

750. What Classes Do We Benefit Most? —Among the 
classes that can be greatly benefited by The International 
Correspondence Schools may, with particular emphasis, be 
mentioned workingmen, mechanics, or artisans, and employees 
generally, working in any of the following trades and engineer¬ 
ing professions, in all of which we give instruction : Mechani¬ 
cal engineering, steam (stationary, locomotive, and marine) ; 
gas, traction, and refrigerating engineering ; electrical engineer¬ 
ing and all the applications of electricity, such as railways, 
lighting, mining, telephony, telegraphy, and electrotherapeu¬ 
tics ; architecture, including all branches of construction work 
and structural engineering ; plumbing, gas-fitting, heating, and 
ventilation ; railroad, bridge, municipal, and hydraulic engi- 


411 


neering ; surveying and mapping ; sheet-metal pattern drafting ; 
coal and mineral mining and prospecting ; commercial corre¬ 
spondence, stenography, bookkeeping, and pedagogy. 

751. Increasing One’s Efficiency. —Duty demands, and the 
spirit of the age commands, that the workingman, the artisan, 
and employee generally should not rest content with a position 
of subordination. He is told to advance—but advance he can¬ 
not without knowing how—and know how to advance he 
cannot without education such as that afforded by The Inter¬ 
national Correspondence, system of instruction, at once so 
helpful and so effective. 

The best, in fact, the only way to secure promotion is to 
increase one’s efficiency. It is the undeniable duty of all to 
take advantage of every honorable opportunity to improve his 
financial condition and social position. Workingmen, making 
legitimate efforts to advance, thus securing the good will and 
esteem of employers, are seldom discharged, and are first to 
win promotion. 

752. The Workingman’s Opportunity. —Feeling their need 
of education, most workingmen, by hearty response to all 
efforts made to thus assist them, show that they value intel¬ 
lectual and industrial development. Not, however, till the 
inauguration of The International Correspondence method, 
was there—let it be well remembered—any adequate instru¬ 
mentality provided for the gratification of the laudable and 
legitimate desires of workingmen. 

To all classes of operatives we present a magnificent oppor¬ 
tunity. Few are satisfied with what they have in life ; the 
large majority expect, and many strive for, something higher. 
This desire for advancement is, we repeat, the incentive to 
education and invention*; it influences the ablest scientist, the 
humblest workman ; transforms night into day, morasses into 
cities, deserts into gardens. To it we owe the advancement of 
the human race. 

753. The Man That Works With His Hands. —The man 

that earns his bread by the work of his hands is too often left 
behind in the race of life. Endowed with the same brain 
power as others, he sometimes wonders why he is not more 


412 


fortunate. The problem is easy of solution. Compelled, in 
many cases, to leave school at an early age, manual labor of an 
exacting kind is his only resource. Had he a better education 
with which to begin, he would, no doubt, have made a better 
place for himself. But, lacking this education, he is compelled 
to work under the supervision of others, unless, arising in the 
power of his manhood, he undertakes the work of self- 
education. An example will illustrate the value of education 
to the workingman. 

754. Knowledge and Strength.— Men working side by side 
do a certain fixed amount of labor—the one with much less 
exertion than the other. One knows the theory of mechanical 
forces, and calls these forces to his assistance. The man with 
more knowledge, not the man who puts forth more strength, is 
the more profitable workman. An artisan may, for example, 
understand some of the uses of a piece of timber, but be 
unable to calculate the dimensions required for the stability 
and safety of a structure. The latter qualification calls for a 
knowledge of laws not acquired in the routine of a man’s daily 
toil, but necessary to the workingman’s success. This knowl¬ 
edge cannot be obtained without education. 

755. Theory and Hypothesis.— Many workingmen confuse 
the words theory and hypothesis. Theory may be defined as a 
plan or scheme subsisting in the mind, but based on principles 
verifiable by experiment or observation ; or, more strictly, a 
rational explanation that agrees with all the facts, and dis¬ 
agrees with none. Or, again, a body of fundamental principles 
underlying any science or application of a science. 

Hypothesis, on the other hand, is defined as a proposition or 
principle taken for granted, as a premise from which to dis¬ 
cover or to reach a conclusion ; a Idgical supposition ; more 
widely, a supposition or imaginary state of things assumed as 
a basis of reasoning ; as, the angles being equal by hypothesis, 
the sides must be equal. Hypotheses, according to Hamilton 
(Logic, lect. XIV), are ‘‘propositions which are assumed with 
probability, in order to explain or prove something else which 
cannot otherwise be explained or proved.” 

Hypothesis rests on supposition ; theory, on experience. 


413 


Theoretical education (or knowledge of the experience of those 
who have preceeded him in his trade or occupation) is neces¬ 
sary to the ambitious workman, who, unwilling to remain at 
the foot of the ladder, desires to climb its rounds and secure 
promotion. Its great value is admitted in all industries, 
and those without it are placed at great disadvantage in the 
struggle for success. Experience is absolutely necessary to 
produce an expert in any trade or profession, but, unless sup¬ 
plemented by technical (or theoretical) education, experience 
will not qualify a person to gain the front rank 

756. The Demand for Skilled Labor. —That the demand 
for skilled and intelligent labor is greater than the supply, is 
proof that workingmen need education in the theory of their 
work, to enable them to better perform their duties and secure 
higher positions. 

757. “ Most Original Agency for Technical Education.”— 

In the opinion of an eminent educator, our Schools “ are the 
most original agency for technical education ever devised,” 
and presage a time when society will not set off a few of the 
most fortunate for education, but educate all, up to the limits 
required in the application of the skilled arts. Educational 
opportunities, hitherto unattainable, are, in truth, by our 
method, placed within the reach of all ambitious men, and 
thousands of workingmen, in all parts of the world, aye, 
hundreds of different occupations, are, it will not surprise the 
observant, profiting by the courses we present for popular 
benefit and enlightenment. 

758. - The Question of Practical Benefit. —What direct, per¬ 
sonal, and practical benefit does our institution confer on the 
workingman generally? A direct question demands a direct 
answer, and to this question we reply by stating that through 
The International Correspondence instruction the workingman 
out of employment can qualify to get employment; and the 
workingman with a position can qualify to keep it, and further 
qualify himself for greater responsibility and better pay. 

759. Knowledge is a Strong Tower. —When an employer 
of labor is looking for workmen, he naturally seeks for the 
most efficient. Is it among the ignorant, the unindustrious, 


414 


and the unambitious lie is to find efficiency ? Or, again, 
suppose an employer feels it his duty to curtail operations, 
and, for that reason, discharge some of his employees ; is it 
the man who has made himself efficient by self-education that 
he selects for discharge? Or, take the case of an employer look¬ 
ing among his workmen for some one to fill a foremanship 
or superintendency suddenly made vacant. Will he, think 
you, select the man disqualified by ignorance, or the studious, 
observant employee, who, preparing for just such an emer¬ 
gency, had fully qualified himself for that foremanship or 
superintendency by a course of study in the theory of his 
trade? Knowledge, because of the efficiency it insures, will, 
in all such circumstances, carry off the palm. Knowledge, to 
the workingman, mechanic, artisan, or employee generally, 
is not only power, it is security, the pledge of happiness and 
the promise of prosperity to himself and those dependent upon 
him. 

760. Managers, Superintendents, and Foremen.— Mana¬ 
gers, superintendents, and foremen in the trades and engineer¬ 
ing professions should be men of exact and effective training. 
Important interests are committed to their care. Many men 
are under their supervision and direction. The subordinate 
looks to his superior for direction not only tactful but tech¬ 
nically accurate. To fulfill his duty well, the superior officer 
must feel confidence in his own efficiency. He must rest 
secure in the conviction that his knowledge of the principles 
and practice governing the work under his charge will not 
betray him. He must impress his subordinates with a due sense 
of respect for his fitness to discharge the duties of his position. 
Let the subordinate ever become aware of any hesitancy on the 
part of his superior, arising from the latter’s defective knowl¬ 
edge, and a rude shock is at once given to industrial discipline. 
Let him, again, become firmly convinced that his superior is 
utterly incompetent, through ignorance of the scientific prin¬ 
ciples and practice underlying the work in hand, and a con¬ 
dition of chronic disorder is the result. No man, no class of 
men is in such urgent need of thorough technical instruc¬ 
tion as the manager, the superintendent, or the foreman of an 
industrial establishment. 


415 


We not only prepare men, in the first instance, to become 
efficient managers, superintendents, and foremen, but offer 
actual managers, superintendents, and foremen opportunities 
to review past studies, making them self-conscious of ability to 
discharge their important duties to the entire satisfaction of all 
concerned, thus enhancing their value to the capitalists whose 
interests they administer and safeguard, and guaranteeing them 
entrance to those avenues of wealth and prosperity denied 
to all save the man of thorough and efficient training. 

761. Manufacturers Need Technical Education. —Manu¬ 
facturers and all persons identified with the management of 
corporations and firms making any of the materials, tools, and 
plants used in the trades and engineering professions which 
we teach, including contractors and builders, owners of mines, 
both coal and mineral, are, in the same sense, and for like 
reasons as managers, superintendents, and foremen generally, 
concerned in the acquirement of the technical knowledge called 
for by the industry in which they are interested. Their 
capital is at stake. They must surround themselves with men 
thoroughly trained and capable of the successful exploitation 
of the enterprise in which they have invested their money. 
But how can they judge of the training or of the capacity of 
these men unless they themselves have undergone a course of 
technical instruction bearing on the interests they are to hand 
over to the care of subordinates ? Or, having once accepted the 
services of the latter, how are they, without such instruction, 
to assure themselves that these subordinates constantly dis¬ 
charge their duties with the fullest efficiency and success? Or, 
again, suppose one capitalist wishes to interest others in his 
enterprise; how can he, without thorough knowledge of it 
from scientific as well as practical standpoints, place it success¬ 
fully on the world’s markets? The International Correspond¬ 
ence Schools enable manufacturers and capitalists generally, 
by their system of personal and confidential instruction, to 
make the most of their possessions and of their opportunities. 

762. The Successful Promoter of Industrial Enterprises.— 
Promoters of electrical, railway, steamship, mining, or other 
industrial enterprises stand very much, in respect of the 


416 


urgent need of technical training, in the same position as the 
important classes just mentioned. To be a successful pro¬ 
moter of any enterprise a man must be able to present his 
subject clearly and conclusively. It is a stereotyped saying 
that nothing is so timid as capital. It dreads the chimerical 
and the absurd ; it refuses to touch the illogical or poorly pre¬ 
sented scheme. We all know that the lawyer who is to lay a 
case before any court in the land, expecting to achieve success 
for his client, must not only thoroughly understand his client’s 
side of the case, but prepare himself for all possible arguments 
to be offered by that client’s opponents. The promoter is in 
the position of an advocate. The prospective investor is the 
judge, cautious, observant, and critical. Let there be the 
smallest flaw in the argument of the promoter, and this pru¬ 
dent magistrate at once detects it. Let the case, on the whole, 
be weak, and he at once throws it out of court. But, besides 
the prospective investor, the promoter has to reckon with a 
doubting, hypercritical, or supercilious general public. The 
man with a new enterprise is often feared and almost always 
doubted. He must have confidence in his proposition and 
irrefragable knowledge of its soundness, and with that confi¬ 
dence present his case with all the force that honest conviction 
and mastery of detail can impart. The International Corre¬ 
spondence Schools are in a position to give promoters of indus¬ 
trial enterprises this knowledge, and through this knowledge, 
strengthen the convictions needed for success. 

763. The Benefits Conferred by Our Courses on Sales¬ 
men.—Salesmen engaged in selling the material, tools, and plant 
used in the trades and engineering professions, and in placing 
industrial products on the market must, like promoters, find, in 
our courses, invaluable equipment for their work. This is an 
age of competition. In commercial life there are every-day 
illustrations of the doctrine of the survival of the fittest. That 
commercial house which sends out, as representatives and 
salesmen, thoroughly trained and competent men—men 
believing in their work because knowing it well—commands 
the largest and most enduring, as well as most profitable, 
patronage. The house is judged by its representatives. Sales¬ 
men representing houses dealing in all descriptions of mechan- 


417 


ical, electrical, power, refrigerating, building, plumbing, gas¬ 
fitting, heating and ventilation, railroad, bridge, paving, 
drainage, water works, sheet metal, and mining materials, 
appliances, tools, and plant, should likewise, to be successful 
in their work, go through a technical training in that line of 
industry whose specialties they dispose of. A course of 
instruction in the sciences at the base of the industry they 
represent is of the greatest value to the salesman charged with 
disposing of its products. Thus, for example, our course in 
chemistry is especially valuable to the salesmen of fertilizers, 
sugar, matches, explosives, celluloid, fireworks, soap, candles, 
oil, soda, chloride of lime, sulphuric acid, glass, pottery, dyes, 
paints, varnishes, leather, ink, paper, the products of rub¬ 
ber, etc. 

The best salesmen are usually taken from the ranks of sub¬ 
ordinate officials in industrial establishments. These young 
men, anxious as all ambitious young men are to enter some walk 
of life promising promotion and advanced pay, cannot afford 
to leave actual employment to attend the regular schools. They 
have, through The International Correspondence Schools, 
opportunities to qualify themselves and insure that very 
promotion and prosperity for which they justly yearn. They 
may take the course of Mechanics, or Mechanical Drawing, 
Architecture, or Architectural Drawing; of Electrical, Railroad, 
Bridge, Municipal, or Hydraulic Engineering ; of Plumbing, 
Heating, and Ventilation, Gas-Fitting or Steam Engineering ; 
and become successful salesmen in these specialties. Here 
let us say that one of the largest engineering firms in New York 
requires all its salesmen to qualify themselves by taking our 
Complete Mechanical Course, and a prominent manufacturer 
lias had his son take our Steam Engineering Course, to qualify 
himself to become salesman of steam-engineering supplies and 
appliances. 

764. Engineers and Firemen. —Engineers and firemen in 
charge of stationary, locomotive, or marine steam-power 
plants; or of gas, gasoline, or oil engines ; or of traction and 
farm machinery; or of refrigerating plants, who desire to 
qualify either to safely and economically care for and operate 

the machinerv in their charge, or to pass the examinations 
14 


418 


required by law, are enormously benefited by The Interna¬ 
tional Correspondence system. Engineers and firemen bear 
very grave and serious responsibilities. In their hands is 
the safety of life, limb, and property. If not in every case 
under legal, they are certainly, at all times, and under every 
condition, under gravest moral obligations to equip themselves 
for the faithful discharge of their duty by a thorough technical 
training. 

765. The Steam Engine.—To the steam engine must be 
accorded the honor of being one of the most important factors 
in modern civilization. Not only has it revolutionized methods 
of production and distribution, but has been the direct incen¬ 
tive to the creation of nearly all machinery now in use, 
including, of course, the immense plants of ingenious power- 
tools employed in its own manufacture. Much of the progress 
made in the liberal arts, within the century just closing, must 
be ascribed to the steam engine. Without it, indeed, vast 
improvements in metallurgy and other applied sciences had 
been impossible. There is scarcely an enterprise of any mag¬ 
nitude in the world today which does not, in some way, make 
use of Watt’s “ fortunate contrivance.” 

766. The Cost of Steam Power. —These facts borne in mind, 
is it to be marveled at that the cost of steam power in the 
production of manufactured articles often exceeds all other 
charges? In any industry where competition is keen, the suc¬ 
cess or failure of an enterprise often depends upon reducing the 
cost of the steam power. Within recent years, moreover, 
fierce rivalry in business is forcing owners and managers of 
manufacturing property to pay the closest attention to every 
detail in the cost of producing steam. Hence the grave eco¬ 
nomic importance of educated engineers in charge of the 
generating plants. The demand of the day is for power 
furnished at the least possible expenditure for fuel and 
repairs. 

767. The Capable Engineer. —Owners and managers having 
ascertained that comparatively few steam plants are run at 
their full efficiency, know that remarkably good results may be 
obtained from a ton of coal in the hands of a capable man. 


419 


A like process of reasoning establishes the fact that it is 
cheaper to pay $100, $150, or even $200 a month to a compe¬ 
tent man than one-half of any of these amounts to a careless 
and ignorant employee who suffers ten times the amount of 
his wages to go up the smokestack. The employment of edu¬ 
cated engineers in power departments would, it is certain, 
save millions of dollars’ worth of fuel now annually wasted. 
The Correspondence School of Steam Engineering solves the 
problem of supplying the demand for such educated engineers. 

768. The Failure of Unaided Experience. —The thought¬ 
ful man must admit that, however extensive his practice, or 
varied his opportunities, he cannot, from his own experience 
alone, acquire a thorough knowledge of engineering. Small 
part, indeed, of the knowledge of the best engineers is the 
result of unaided effort and experience. The rules used in 
their work are not the outcome of original data. Making the 
best possible use of other men’s experience, their successes or 
failures become, in turn, guides for other men. The aggregate 
experiences of the best engineers constitute engineering knowl¬ 
edge ; the more, therefore, a man acquires of these experi¬ 
ences, the more valuable he becomes. This knowledge is to 
be acquired solely by study. 

769. The Education We Give the Engineer. —Since the 
operation of all the machinery of industrial plants depends 
upon the engineer, we give him all the instruction needed to 
enable him, in case of a breakdown, to make repairs satisfac¬ 
torily and promptly. The stationary engineer of today must 
know more of what he is doing and why he is doing it than was 
ever required of stationary engineers before. If not willing to 
educate himself, he must stand aside for those who are willing 
and anxious to thus gratify honest purposes and lawful ambi¬ 
tions. No self-respecting man is, indeed, willing to work at 
steam engineering or at any other trade or profession without 
making an earnest effort to know all that is to be known 
about it. 

770. Engineers’ Licenses. —The time is nigh indeed, when 
every engineer will everywhere be required to obtain a license 
before securing a position. This license, already required in 


420 


many states and cities, will soon be demanded as a conditio sine 
qua non in all of them. 

Our course in steam engineering qualifies stationary engi¬ 
neers to pass examinations required for licenses. Any man 
can, let it be well understood, qualify himself, in our Steam 
Engineering Course, to pass any examination required of sta¬ 
tionary engineers. 

771. Water Transportation.— In no other field of human 
endeavor has greater progress been made than in water trans¬ 
portation. The steamer of today is a floating battery of 
machinery, dependent upon her boilers and engines for every 
evolution, and is as unlike the ship of a century ago as a modern 
office building is unlike a humble cottage home. Steam engi¬ 
neering here reaches its highest perfection, because the con¬ 
ditions are fixed and the engines required to perform regular 
and uniform service. Great responsibility rests upon the man 
in charge of a modern marine plant. It requires the highest 
degree of technical training, combined with executive ability 
and highly trained perceptive faculties, to manage a steam 
plant containing two 6-cvlinder engines, working at a pressure 
of 200 pounds of steam, developing 20,000 or more horse¬ 
power, and requiring the services of 60 engineers, machinists, 
oilers, and water tenders, and 120 firemen and coal passers. 
These plants are strictly controlled by their respective govern¬ 
ments. For the protection of life and property, stringent laws 
have been enacted compelling owners to place qualified men in 
charge, dividing steam vessels into classes and establishing 
grades for licenses. 

772. Classification of Steam Merchant Vessels.—By the 
United States government, steam vessels of its merchant ser¬ 
vice are placed under the supervision of the Treasury depart¬ 
ment and divided into ten classes, given below in the order of 
importance. This classification does not include pile drivers, 
sawmill boats, small ferry and pleasure steamers, or other non¬ 
descript craft of light tonnage and little importance, for which 
special licenses are required. These ten classes are : (1) ocean ; 
(2) condensing, lake, bay, and sound ; (3) non-condensing, lake, 
bay, and sound; (4) condensing, river; (5) non-condensing, 


421 


river; (6) condensing, freight, towing, and fishing; (7) non¬ 
condensing, freight, towing, and fishing; (8) condensing, 

steamers over one hundred tons; (9) condensing, steamers 
under one hundred tons ; (10) canal steamers. 

773. The Classification of Engineers.—Engineers on these 
ten classes of steamers are divided into thirty-six grades. 
Each of the ten classes of steamers has a chief engineer and a 
first-assistant engineer. Nine of the ten have chief engineers 
and first and second assistants, and seven have chief engineers 
and first, second, and third assistants. A license is required 
for each grade, and the grade is fixed according to the class 
of vessel upon which the engineer is employed. Chief engi¬ 
neers cannot act as chiefs on vessels of a higher class without 
being reexamined and procuring new licenses, nor can a first- 
assistant engineer act as chief on the class of vessel for which 
he has qualified without similarly procuring a new license, 
and the same holds true with each of the thirty-six grades. 

774. The License System.—To act as marine engineer, 
without a license, is punishable by a fine of $100. An engineer 
is, moreover, required by law, when he assumes charge of the 
boilers and machinery of a vessel, to examine them forthwith 
thoroughly, and if he finds any part in bad condition to 
report, immediately, the facts to the inspector of his district, 
who thereupon institutes an investigation, and if the preceding 
engineer is found to have been careless in the discharge of his 
duties, his license is suspended or revoked by the govern¬ 
ment. 

The license system thus plays an important part in marine 
steam engineering. Those who hold positions as first, second, 
or third assistants must stand examinations to secure promo¬ 
tions to higher positions on the vessels on which they are 
employed, as, also, chiefs and assistants must do to obtain 
positions on vessels of a higher grade. The marine engineer 
must study if he wishes to advance. 

There is then a wide and promising field open to the 
ambitious marine engineer. This field is not, however, open 
to the man unwilling to devote at least a portion of his spare 
time to study. 


775. Sea-Going Steamers. —The Atlantic liners, in regard 
to their time of arrival and departure, are about as regular as 
railroad trains, the total variation of some of the trips being 
not more than an hour or so off schedule, and in certain cases 
only a few minutes. To cause one of these gigantic vessels to 
maintain such a uniform rate of speed in storm and calm 
requires, in the chief engineer, a thorough knowledge of the 
important machinery in his charge and of the principles 
governing its construction, so that it may be kept in perfect 
working order. Time was, when, upon the arrival of an over¬ 
due steamer at port, the captain was lauded to the skies and 
the engineer received no recognition whatever; it is now, 
however, as well understood by the public, as it is thoroughly 
on shipboard, that when a breakdown in the machinery 
occurs it is usually the chief engineer who makes it possible for 
the vessel to proceed. 

Until the establishment of The Correspondence School of 
Steam Engineering, sea-going engineers who contemplated 
getting papers qualifying them for promotion, were com¬ 
pelled to stay at home during a voyage and to go to some 
regular day or night school to obtain the necessary knowledge 
of mathematics, drawing, etc., required in order to pass the 
examinations. By our method they may, without loss of a 
moment’s time or a dollar in salary, obtain the required 
knowledge. 

What is true of stationary and marine engineers’ need of 
technical training is, positis ponendis, true of all other classes 
of engineers. The time is at hand, indeed, when all classes 
of engineers shall, by law, be required to obtain certificates of 
efficiency based upon examination. 

776. Mechanics, Artisans, and Employees Generally.— 
Mechanics, artisans, and employees generally, working in the 
trades and engineering professions, who wish to learn how to 
make and read plans and drawings, or to qualify themselves 
as mechanical or architectural draftsmen, will find, in our 
courses, unequalled opportunities for the purpose. We have 
already dwelt on the merits of our system of teaching drawing. 
The classes just mentioned can, while supporting themselves, 
learn mechanical drawing, and obtain situations in the drafting 


423 


rooms of engineering establishments. They can continue 
the study of mechanical engineering with us, and qualify as 
mechanical engineers. Or, they can learn to draw, and obtain 
situations in the drafting rooms of manufactories of electrical 
plants and appliances and qualify as electrical engineers; or 
they can learn architectural drawing, and obtain situations in 
architectural drafting rooms and qualify as architects. They 
may thus, also, become bridge, railroad, municipal, or hydraulic 
engineers ; or again, they can learn drawing or surveying, and 
commence the practice of the latter profession. 

777. Engineers and Architects. —Civil, mechanical, elec¬ 
trical, sanitary, railroad, bridge, municipal, hydraulic, and 
mining engineers, and architects who desire to review any or 
all of the subjects embraced in a knowledge of the theory of 
their professions, or who wish to inform themselves in some 
special branch of engineering or building construction which 
they have not had the opportunity of studying before, are by 
The International Correspondence Schools especially provided 
for. 

778. The Profession of Engineering. —The profession of 
engineering may be, in a sense, termed the strong right arm of 
modern civilization. It concerns itself with the design and 
construction of public works, such as roads, bridges, canals, 
railways, etc. ; it deals with the generation and transmission 
of power ; it provides for the design and construction of water 
works, the development of water-power, the construction of 
dams, sea walls, and wharves. Within its purview fall the 
design and construction of engines for propelling ships ; the 
designing and construction of fortifications, military roads and 
bridges ; surveying and topography for offensive and defensive 
military purposes. Looked at from the standpoint of its sani¬ 
tary applications, it devotes itself to the design, construction, 
and arrangement, as well as the inspection of systems of 
plumbing, drainage, and sewerage, the disposition of sewage, 
and the abatement of industrial nuisances. In its topographi¬ 
cal aspects it relates to the surveying of a country or district 
for the purpose of ascertaining and recording its variations of 
level and contour, its water courses and canals. The whole 


424 


field of engineering is covered by The International Corre¬ 
spondence Schools, but in The Correspondence School of Civil 
Engineering we deal with the subject under the general head of 
Civil, and the subordinate titles of Railroad, Bridge, Hydraulic, 
Municipal, and Topographical Engineering. 

779. Civil Engineering.—From what has just been stated it 
is evident that there is no profession demanding closer study 
or wider information than that of civil engineering. No civil 
engineer, today, engages in any one enterprise calling for all 
his professional knowledge. But while employed in one line 
of work, the engineer can scarcely help forgetting—unless 
he devotes spare time to study—much of value and even 
essential importance to the due performance of duty under 
other circumstances. These other circumstances may arise at 
any moment, and a demand spring up for the very knowledge he 
has suffered to lapse into oblivion. No man, besides, can 
expect the highest success in any line of business, and espe¬ 
cially of professional life, who does not study constantly to 
keep abreast of the times. 

780. Utilizing Spare Time.—It is a common experience 
with engineers, for instance, to find themselves, from time to 
time, out of employment. Some new enterprise in which 
they are engaged may fall through ; financial stringency may 
compel a suspension of work ; a reorganization of a corporation 
may force some of the staff into retirement ; work undertaken 
may be completed ; these and other causes may, for the 
moment, deprive an engineer of employment. But whatever 
the cause, a pertinent question is it: What is best to be done 
during the time of enforced idleness ? The first step suggested 
is to look for other employment. But if new employment be 
not forthcoming, the habit of study will induce the unemployed 
engineer to devote this spare time to self-improvement. No 
time should be wasted or ill spent. Every day and every hour 
should be made of value. Many a successful engineer can 
justly look back upon idle time "well spent in needed study, as 
the turning point in his career, and the foundation stone of 
success—the beginning of a series of triumphs culminating in 
enduring prosperity. 


425 


781. The Progressiveness of Civil Engineering.—This is, in 
the case of the civil engineer, especially true, for his profession, 
being of the most progressive type, is constantly demanding a 
wider and deeper fund of information. Few men can success¬ 
fully pursue, alone and unaided, a systematic course of study. 
The best means for the professional man of today to keep in 
touch with the progress of knowledge along the lines of his 
calling, is to hold the closest possible communion with experts 
in these special departments of knowledge of which he is 
required to be master. How can the civil engineer better meet 
this exigency of modern professional life and success than by 
taking our Complete Course of Civil Engineering, which will 
bring him into and keep him in contact with men thoroughly 
qualified to impart instruction in its every department ? 

782. An Age of Specialization.—This, however, is an age 
of specialization, and many students may not be prepared to 
study branches not directly related to the particular branch of 
civil engineering they wish to follow. Not many years ago 
a civil engineer was likely to be called on at one time to con¬ 
struct a railway, at another, to build a canal, install a system 
of water works, erect a building, design a piece of machinery 
or even open a mine. 

Mr. Thomas Curtis Clarke, president of the American Society 
of Civil Engineers, is quoted in “The Railroad Gazette” of 
July 10th, 1896, as having said : “ Civil Engineering is divided 
into structural, mechanical, electrical, metallurgical, hydraulic, 
mining, agricultural, chemical, sanitary, municipal, highway, 
and railway engineering. These classes are again subdivided— 
as hydraulic engineering into canal, harbor, water supply, power, 
storage, and irrigation engineering. Railway engineering is 
divided into bridge, foundation, track, signaling, locomotive 
and car engineering.” 

No one man is now expected to compete successfully in all 
these various fields. It has, indeed, been found, in practice, 
impossible for any one man to combine within himself the 
detailed and exhaustive knowledge necessary to pursue all 
these divisions of civil engineering with success. One branch 
alone is sufficient to make a life study, and the engineering 
specialist of today finds his time fully taken up in keeping 


426 


abreast of the times in his own particular specialty. Many of the 
most successful engineers of today restrict themselves to one 
branch of this science. Our students are naturally and justly 
influenced by the example of eminent engineering specialists. 
Many of our students are, indeed, civil engineers, surveyors, 
draftsmen, etc., already trained in certain branches and simply 
desire to gain a knowledge of one or more additional branches 
of engineering, or to review some branch previously studied 
and acquired. 

783. The Opportunities of Draftsmen.— Draftsmen in offices 
of mechanical, electrical, railroad, bridge, municipal, hydraulic, 
sanitary, and mining engineers ; and in architects’ offices, or 
in the draftipg rooms of establishments in which materials 
and plants used in those professions are manufactured, may 
study the theory of any of the professions in which they are 
working. They may, for instance, in the drawing rooms of 
engineering establishments, study the theory of mechanical 
engineering and qualify to design machinery. 

784. Draftsmen and Designers.— A very decided difference 
is there between the work of the draftsman and the designer. 
There are thousands of mechanical engineers, in every sense 
of the word, who modestly call themselves “draftsmen” 
because they work over drawing boards. To no class of men 
is the engineering and mechanical world more indebted. It 
is, in the main, their ideas that are carried out in engineering 
work. Every designer of machinery should possess, in con¬ 
venient form, all the information contained in our Complete 
Mechanical Scholarship. By “draftsman” we mean one 
whose business is drawing, copying, and making alterations 
under the direction of the designer, who performs all the 
important calculations. 

785. How the Draftsman May Advance.— Draftsmen are 
not as a rule graduates of technical schools, but begin as tracers 
and acquire knowledge little by little. Under such conditions, 
it is not to be wondered at that so few draftsmen, compara¬ 
tively, ever become independent designers, capable of compe¬ 
ting in the mechanical engineering profession with the gradu¬ 
ates of technical schools. Those who have risen to positions of 


427 


responsibility have had to study far into the night and literally 
dig out of textbooks their knowledge of mechanics and the 
sciences thereto related. A small part of the time and labor 
thus expended will carry a man through, for instance, The 
International Correspondence School of Mechanics, and this 
course completed, equips him to advance in his profession. 

786. The Difficulties That Beset the Beginner.—The 
young man who enters the drafting room without previous 
experience receives small pay. He is set to making blue¬ 
prints, and is occasionally given a small drawing to trace. 
The chief draftsman is too busy to show him how to draw an 
object, and the other draftsmen have no time. He has to pick 
up the knowledge himself, and finds it slow work. After he can 
make a drawing of some small object, it is long before he has 
sufficient knowledge to make a drawing of an engine cylinder, 
or to show the proper lines of intersection of curved surfaces. 
Even after he has gotten thus far, he can only copy. He can 
make a drawing of a sketch if the dimensions are given, 
but if the machine is new he cannot calculate the sizes of 
the parts ; in other words, cannot design a new machine. He 
is, in fact, a draftsman, not a designer. Having reached this 
point, if ambitious and studious, he buys a book on machine 
design and may be arrested at the first page because its author 
presupposes a knowledge on his part of arithmetic, algebra, 
geometry, trigonometry, elementary mechanics, pneumatics, 
etc. He has, perhaps, a fair knowledge of arithmetic, and 
begins his studies with algebra, but neither knows what 
therein he ought to study, nor what is unnecessary for 
him to learn. His pathway is beset with obstacles. The 
Correspondence School of Mechanics removes these difficul¬ 
ties. Facts and formulas not likely to be used in practice, are 
omitted from the instruction papers. The subjects treated 
are begun at the beginning and are dealt with as clearly and 
concisely as possible. The diligent student begins to advance 
from the first. 

787. Reading Technical Works Understandingly.—The 
Instruction Papers on Mechanical Drawing give him all the 
information he needs in practice, and the Papers following 


428 


provide him a foundation in a complete mechanical education, 
on which he can afterwards build, and qualify for any branch 
of mechanical engineering. 

One of the advantages of the School to young men is that it 
qualifies them to read technical works understanding^. No 
better advice can be given to draftsmen, who have not already 
attended a technical school, than to enroll in The Correspond¬ 
ence School of Mechanics. 

But, besides draftsmen in mechanical engineering offices, 
others may, from our instruction, derive no less profit. Drafts¬ 
men, for instance, in bridge establishments, may qualify to 
design bridges ; draftsmen in architectural drawingrooms may 
prepare to become architects ; draftsmen in electrical engineer¬ 
ing offices, equip themselves as electrical engineers, while 
draftsmen in mining offices may qualify to become mine 
superintendents or mine managers. 

788. Civil Engineers’ Assistants.— Assistants in the offices 
of civil engineers may qualify to become civil engineers ; thus 
transitmen, levelmen, chainmen, rodmen, and draftsmen may 
study the theory of railroad engineering, municipal engineer¬ 
ing, or hydraulic engineering. 

789. How Many Engineers Have Started. —Many an 
engineer, today standing high in his profession, began his 
career as rodman, chainman, flagman, or, possibly, axeman 
on a railroad survey. This has been, in many cases, the abso¬ 
lute beginning, without any previous engineering knowledge, 
training, or experience. The engineer may have begun life’s 
struggle with an ordinary, common-school education. Circum¬ 
stances obtained him a position in a railroad surveying party— 
perhaps as rodman. Bright and ambitious, he soon began to 
pick up ideas, a general knowledge of the instruments and 
methods, and some fragmentary knowledge of the underlying 
principles. He asked questions ; he won the friendship of 
one of the engineers, who recognized his intelligence and gave 
him valuable assistance ; he acquired the use of various instru¬ 
ments and something, perhaps, of their adjustments. The 
demand arose for more assistant engineers, and, his ability 
being known, the chief engineer decided to trust him with 


429 


control of an instrument. He did the work carefully and well, 
learning thoroughly the uses of his instrument. He improved 
every possible opportunity for study, and his career developed 
into a constant succession of advancements. This is no over¬ 
drawn picture; it is a transcription from every-day life, 
exemplified in the lives of many successful engineers. 

790. Miners and Mine Foremen. —Miners and mine fore¬ 
men who desire to qualify to pass the examinations required 
by the different states may, through our School of Mines, 
qualify themselves to pass the examinations demanded. Many 
states already require mine officials to pass examinations to 
prove their possession of technical knowledge. The other 
mining states will undoubtedly pass similar laws. The Com¬ 
plete Mining Course of The International Correspondence 
School of Mining will not only qualify the student to pass any 
examination for mine foreman but also any demanded for 
state mine inspector. More persons have qualified themselves 
to pass the required examinations in our Complete Coal Mining 
and Short Coal Mining Courses than in any other way. So 
thorough is the instruction imparted in this Course that 
hundreds have passed after having only partially finished their 
studies. 

791. Commercial Correspondents.— For all persons who 
desire to qualify themselves as commercial correspondents—not 
only those who wish to qualify in subjects required in the 
education of eyery correspondent, but also those who desire 
to qualify for correspondence work in any of the trades and 
professions in which we give instruction—The Correspondence 
School of Bookkeeping and Stenography is, we believe, the 
best means yet devised for providing the instruction they so 
much need. It includes instruction in arithmetic, spelling, 
penmanship, grammar, letter-writing, single-entry bookkeep¬ 
ing, double-entry bookkeeping, opening, closing, and changing 
of books. 

792. The Qualifications of a Student Completing This 
Course.— The student who receives instruction in all of these 
subjects has a complete knowledge of business arithmetic, in 
all its branches, and is able to apply his knowledge to any line 


430 


of business ; he understands the rules governing the formation 
and pronunciation of words, and knows howto spell correctly ; 
understanding the rules of grammar and their application, he 
can capitalize and punctuate correctly, and properly compose 
sentences and paragraphs. The instruction and practice in 
penmanship puts him on the road to become a first-class 
penman ; in letter-writing he is taught to compose and arrange, 
without error, business and social letters, telegrams, etc.; he 
has a knowledge of the forms and papers used in business ; is 
qualified to keep any set of books, whether in single or double 
entry; is able to change his books, if necessary, from the 
single-entry to the double-entry system, or vice versa, and has 
a knowledge of shorthand such as will fit him for a position 
as an amanuensis in a business house, and give him a good 
foundation upon which to build a career as a professional 
reporter. 

793. Teaching Commercial Science by Mail.—It should in 
this connection be understood that no subjects can be more 
efficiently taught by means of the correspondence method than 
those related to commercial science. As a matter of fact, some 
of the subjects cannot be properly taught except by using the 
mails in a manner precisely similar to that by means of which 
the real transactions of the business world are daily carried on 
and adjusted. This School also offers magnificent opportuni¬ 
ties to managers, salesmen, and other employees connected with 
the commercial department of the engineering professions and 
trades. In it we teach them to obtain an intimate knowledge 
of these subjects which will greatly enhance their efficiency and 
value in the performance of their several duties. 

794. Shorthand.—All who wish to qualify as stenographers 
will find our instruction the best of modern times. This course 
covers instruction in spelling, penmanship, grammar, letter 
writing, and stenography. It is designed to meet the needs of 
those who wish to learn shorthand with the intention of 
making it their business, or for those who wish to use it as an 
aid in their actual occupation or jjrofession. 

Shorthand is not, as many suppose, a very difficult study ; its 
principles are, on the contrary, simple and easy of acquirement, 


431 


and the study fascinating and profitable. Its demand by pro¬ 
fessional men is constantly increasing, and the number of uses 
to which it is put, make it one of the most important features 
of their education. Stenographers are now employed in all 
kinds of business, and there is no surer stepping stone to a 
good position than ability to write shorthand rapidly and 
well. 

795. The Capable Shorthand Writer.—The capable short¬ 
hand writer is, for instance, from the beginning of his career, 
thrown into close, personal relations with men of culture and 
wealth, who stand at the head of enterprises with which they 
are connected; with men controlling great railway systems; 
with those prominent in statesmanship and journalism, and in 
all the professions and great lines of trade and business. No 
matter what profession a young man fits himself for, a knowl¬ 
edge of shorthand is of great value. Not only for journalists 
and literary men generally, but for business men of all classes 
it is likewise invaluable. 

796. The Qualifications of the Stenographer.—The stenog¬ 
rapher should have not only an excellent English education, 
but also be qualified, as circumstances may require, for the dis¬ 
charge of the duties of private secretary to mechanical, or 
electrical, mining, railroad, bridge, municipal, or hydraulic 
engineers; to health inspectors, to chemists and manufac¬ 
turers of goods demanding a knowledge of chemistry; to 
contractors, builders, and architects; to manufacturers of 
engineering and all other descriptions of plant. The satis¬ 
factory discharge of these secretarial duties demands knowl¬ 
edge and understanding of a variety of laws, definitions, and 
terms, not to be obtained without careful study of the particular 
science governing the work and office of his employer. 

797. Private Secretaries.—In these days, most business 
men—and we mean by this term the presidents, vice-presi¬ 
dents, secretaries, treasurers, managers, superintendents, audi¬ 
tors, cashiers, agents, and traveling representatives of large 
business enterprises—have private secretaries or amanuenses 
to whom they entrust their correspondence, but despite 
this, the lives of many of these men are as largely occupied in 


432 


writing as they were before the general adoption of shorthand 
by business men. 

Asked, of what does this writing consist, we say it is 
largely made up of notes, memoranda, etc.,which they are 
obliged to make for daily private use. With a knowledge 
of shorthand it is possible for the business man to do this 
writing in much less than half the time. His notes and 
memoranda will not take up half as much space in his desk, 
and, most important of all, the fact that they are written in 
shorthand is a pretty safe guaranty of security against the 
intrusions of inquisitive seekers after information and against 
possible breaches of trust by employees. 

798. Bookkeeping. —All who wish to qualify as book¬ 
keepers—and they are legion—will find, in our courses of 
bookkeeping and business forms, just the instruction required 
by modern business demands and methods. A noted and 
successful man once said : 

“Let no man enter into business while ignorant of the 
manner of regulating books. Never let him imagine that any 
degree of natural ability will supply the deficiency or pre¬ 
serve a multiplicity of affairs from inextricable confusion. 
Bookkeeping is an art which no condition of life can render 
useless ; which must contribute to the advantage of all who 
desire to be rich and of all who desire to be wise.” 

George Washington, when a youth, studied bookkeeping 
and the intricate forms of business with the vigor and per¬ 
sistence characteristic of all his work. He copied bills of 
exchange, notes, bills of sale, receipts, and all the various 
forms of commercial paper in his day ; and these papers are 
remarkable for the precision and elegance with which they are 
written. 

799. Our Method of Teaching Bookkeeping.—ByThe Inter¬ 
national Correspondence method of teaching, thorough and 
practical instruction is given in the filling out and handling of 
all such papers as deposit slips, signature slips, checks, bills, 
invoices, notes, statements, orders, drafts, receipts, joint 
notes, certified checks, principal and surety notes, joint and 
several notes, due bills, certificates of deposit, leases, insurance 


433 


policies, and copartnership agreements. The forms of these 
papers are not only fully illustrated and explained, but 
blanks of all business papers in common use are furnished and 
required to be filled out and used, as directed, in connection 
with certain transactions given in the bookkeeping work. 

800. The Correspondence School of Pedagogy.—Teachers, 
and those who wish to qualify as teachers, will find valuable 
equipment in our Course of Pedagogy—an epitome of the 
experience of the most successful teachers of America, Britain, 
France, and Germany. The teachers of the United States of 
America, numbering 400,000 men and women, constitute the 
grand army of national enlightenment. But, as in the case of 
other armies, soldier is not equal to soldier, so it is in this mag¬ 
nificent body of our nation’s educators. 

801. Qualifications of the True Teacher.—It is the pur¬ 
pose of The International Correspondence Schools to make all 
of our teachers equal, in method, to the best, by giving them 
opportunities needed for the attainment of this patriotic 
end, and high professional aim. The qualifications of the true 
teacher are many and high. It is hardly possible that any one 
individual can possess them all. In point of scholarship he 
needs to be profound and accurate. In character he should be 
strong, cultured, modest, dignified, and forceful. As a dis¬ 
ciplinarian, or governor of his school, he should be a patriot 
and a statesman in forming the principles and regulations 
necessary to protect and insure the personal rights and privi¬ 
leges of his pupils, and the development of their social natures. 
As an instructor, he should be skilful, energetic, enthusiastic, 
and masterful. The soul of the school is the teacher. His 
must be the steady flame at which other torches may be lighted. 
If careless and indifferent, the pupils will be like him ; if noisy 
in his work, they will insensibly become so ; if energetic and 
painstaking, they will imitate his methods. 

802. Teaching, a Profession.—A good, live teacher will 
do much towards overcoming the difficulties which surround 
him. It is mind, after all, which is both the means and meas¬ 
ure of success. There are true teachers in many of our schools, 
with limited appliances, producing excellent results ; there are 


434 


others whose every want is supplied, producing inferior results. 
Considered purely as an investment, there is nothing which 
yields surer returns than a well paid, conscientious, and thor¬ 
oughly trained teacher, with talent for his special work. The 
idea that every educated man or woman is qualified to teach 
school is decidedly a great hindrance to educational progress. 
We need to free ourselves from the idea that the schools are for 
the sake of the teachers—to give them employment and a liveli¬ 
hood. Away with the idea that children’s minds are practice 
grounds for novices, and stepping stones to other callings. How 
ridiculous to consider the human spirit, the human soul, and 
the human mind the tramping ground for the young physician 
who is in training to minister to the needs of the human body. 
How inconsistent to suppose that the young lawyer should 
play with the intellects of children, while he reads law and 
makes a little money to begin its practice. How base and 
faulty the idea that a young lady ora young man is efficient in 
the schoolroom because he or she happens to be a cousin or 
other relative of one of the trustees ! What a serious error to 
suppose that a man who has been a failure at everything else 
is fully competent to train children for success? Specialists 
are in demand everywhere ; skill is at a premium ; special 
preparation, added to a liberal education, is the demand of 
the age. With all these, there is certain to come an over¬ 
whelming demand for trained teachers. In giving this nation 
the benefits of trained teachers, The International Correspond¬ 
ence Schools play a part entitling them to the everlasting 
gratitude of the American people. 

803. Financial and Social Help.—The clerk, the book¬ 
keeper, the salesman, the mechanic, the railroad employee, 
the laborer, the teacher, the farmer’s son, or any one else who 
feels that the occupation in wffiich he is engaged does not offer 
him satisfactory opportunities, financially and socially, may, by 
means of our Schools, enter on a more congenial and profit¬ 
able pursuit. 

804. Opportunities for Advancement. —As the classes here 
referred to are usually dependent on their daily earnings for a 
livelihood, any plan to change their occupations must provide 


435 


that their actual work suffers no interruption. This is just 
what The International Correspondence Schools can do for 
them. We can, as already stated, teach any man to draw. 
Men desiring a change of occupation can learn mechanical and 
architectural drawing with us, and thereby qualify themselves 
to enter, at remunerative salaries, the drafting rooms of 
mechanical- or electrical-engineering establishments, or of 
bridge works, or of railroad, municipal, or hydraulic engineers, 
or of architects. They can thus maintain themselves while 
occupying situations in which they obtain practice in the 
profession of their choice. They can, while thus maintaining 
themselves and gaining practical knowledge, qualify them¬ 
selves by taking a complete technical course with us, to become 
experts in that profession. Any young man blessed with good 
health and power of application, can, by our Schools, change 
from a distasteful or unprofitable employment and carve out 
for himself a career of splendid promise and valued achieve¬ 
ment in anyone of the many professions and trades we teach. 

805. Healthful Restlessness. —Or, on the other hand, if a 
person be engaged in some trade or engineering profession that 
does not please him, he can make himself, through our Schools, 
an expert stenographer, and having, as such, obtained a posi¬ 
tion as shorthand writer, clerk, or secretary, qualify himself 
by further study as a commercial correspondent. We invite 
no one to quit that trade, profession, or occupation to which 
he is best adapted, or in which he finds true and solid happi¬ 
ness ; but we do know that if there is a restlessness which is 
idle and sterile, there is also a discontent born of man’s instinct 
to know what is in life, and to mix himself with its deepest 
movements. And so God’s voice sings forever in the ears of 
men that song of seeking and daring and risking which is the 
song of life. 

Prize what is yours, but be not quite contented : 

There is a healthful restlessness of soul 

By which a mighty purpose is augmented 
In urging men to reach a higher goal. 

So when the restless impulse rises, driving 
Your calm content before it, do not grieve ; 

It is the upward reaching and the striving 
Of the God in you to achieve, Achieve. 


436 


806. The World’s Battle Cry.—Forward! The sun of the 
twentieth century is sending its dawning rays far up into 
the sky of another hundred years. No century of all time has 
been more replete with divine presence, providential lead¬ 
ings, important truths, grave responsibilities, and momentous 
questions than the present. All activities of human life are 
freighted with tremendous issues. The political, social, intel¬ 
lectual, scientific, and religious worlds are all astir. We are 
assuredly living in an age of progress. This great world of 
thought and power is rolling on with swifter speed. Advance 
is being made towards purer art and more wholesome litera¬ 
ture, progress in discovery and science, and rapid movements 
in new and improved inventions. Purer politics is being 
developed, with cleaner legislation, a better form of government, 
and a higher type of citizenship. Christ’s religion is extend¬ 
ing on and reaching out, so that its law of love is being felt in 
all parts of the earth. 

The call “Forward!” is heard everywhere. It summons 
the mechanic to study that he may advance, the bookkeeper 
to qualify for the control of business enterprises, the engineer 
to become an expert, the teacher to prepare for a state superin¬ 
tendency, or a university presidency. This is the restlessness 
that The International Correspondence Schools meet and 
encourage—the restlessness of honorable, ambitious, and 
powerful mental and moral energy. 

807. The Sons of Mechanics.—For mechanics’ sons, 
splendid advantages and golden opportunities are presented— 
sons of engineers, foremen, superintendents, and, in fact, of 
all classes of artisans. These young men may, at an early age, 
become proficient in the walks of life in which their fathers 
have achieved success. Mechanics who have sons whose 
associations are such as to give some familiarity with mechan¬ 
ical terms and machinery will find The International Cor¬ 
respondence School of Mechanics the best means of giving 
them a thorough education in the theory of mechanics. 
Mechanics recall the difficulty they themselves experienced in 
mastering the “ reasons why ” of their work, and see the great 
good which their boys may gain by being thoroughly educated 
in the theory of their calling. Youth is the time to learn. 


437 


Just from school, arithmetic is fresh in the minds of these 
young men. Too young then to fill a responsible position, they 
will, by taking a scholarship in The Correspondence School of 
Mechanics, be competent men by the time they become of age, 
or before it, and able to obtain well salaried positions of trust 
years before boys who do not pursue a line of methodical 
technical instruction. 

808. The Complete Mechanical Course.—A young man 
cannot, immediately upon finishing a Complete Mechanical 
Course by correspondence, open an office for the designing of 
machinery—neither can a graduate of any of the regular 
technical schools. A correspondence course puts a man upon 
the same footing as a course in mechanical engineering in any 
other school. It gives him a knowledge of the theory of 
machine design, and that is all any course can do. When a 
young man possesses a knowledge of the theory of machine 
design, he can enter an engineer’s office and, from the start, 
make himself useful. He may not be able to design a com¬ 
plete machine at first, but will be able to design parts, and, by 
experience, learn to do more difficult work, until, within a 
comparatively short time, he can design complete machines. 

To provide a thorough mechanical education is the best pro¬ 
vision a father can make for his son, and will pay vastly better 
than any other investment. 

809. For Boys Leaving School.—For young men generally 
and for boys leaving school The International Correspondence 
system is an invaluable aid to successful achievement. Youth, 
man’s period of earnest endeavor, needs the discipline imposed 
by education and the incentive to high purpose inspired by 
useful knowledge, such as our Schools impart. The spirit of 
youth craves knowledge even as the hart panteth after the 
refreshing brook. 

810. Youth is the Period of Achievement.—God’s world is 
not only a world of fertile fields and gardens sweet with 
flowers ; of quiet firesides and of peaceful industry ; it is a 
world, as well, of peril, sacrifice, hardship, heroic struggle, 
and adventure. The young man loves the ways of peace and 
ease; but he loves also the danger of the great opportunity, 


438 


the peril of the great undertaking, the chances of heroic search 
and trust. The heart must be by the fireside, but the spirit must 
know the ends of the earth ; for “ the earth is the Lord’s, and 
the fullness thereof,” and the children of the Infinite cannot 
reject any part of their heritage. It is better to go down with 
the tides than to sit always in inglorious content. 

The International Correspondence Schools not only join in 
the command to go forward, but tell the youth of the land 
how they are to do so. Nay, more, they provide the young 
men and women of the day with the very means they need 
wherewith to go forward and to stay forward—forward in 
usefulness, forward in good citizenship, forward in happiness. 

811. The Opportunities of Youth.—It is not only an age of 
young people and their marshaled armies ; it is an age for 
young people—an age in which the opportunity is given for 
preparation, drill, discipline, and service. Advantages and 
privileges exist for fitting oneself for life’s conflicts and achieve¬ 
ments, such as no young people have ever before been blessed 
with—opportunities for usefulness rich with promise. The 
youth of today are determining the issues of coming genera¬ 
tions ; and the International Correspondence Schools so aid 
them in this determination as to make it of everlasting value 
to mankind’s best interests. 

812. Mistakes of Young Men in Choosing a Profession.— 
The young man, for instance, who has just left school, unde¬ 
cided what course to pursue to win a permanent place in life, is 
fitted by the Schools for life’s struggles and vicissitudes by their 
giving him (1) technical education; (2) confidence; (3) effi¬ 
ciency. Young men leaving grammer and high schoolsare often 
obliged to work, at once, for a living. Not having means to 
pursue an education at technical schools, and thus fit them¬ 
selves for some particular calling, they turn their attention to 
the first mercantile opportunities available. Few indeed, 
comparatively, look to the engineering professions, convinced 
by a very common error of judgment that in these walks of 
life the chances for promotion are so very limited as to deny 
their ambitions full scope and play. Clerkships in stores and 
offices are, accordingly, eagerly sought for, and accepted with 


439 


avidity, with the result that promotions are fewer and further 
between than in the varied fields of mechanical pursuits. 
Thousands, through this unfortunate error, waste lives 
that, in any of the mechanical and engineering professions, 
might be honored with signal success and notable advance¬ 
ment. 

813. The Engineering Professions.—The young men of the 
nation should be fully persuaded of the advantage and value of 
technical education. The marvelous inventions and vast 
engineering projects of the past 100 years demonstrate that, 
for generations to come, the greatest triumph of the human 
race will be the mastery of nature’s forces and their subjection 
to the uses and purposes of mankind. In this mighty world¬ 
wide work of the domination of nature, trained men, and 
trained leaders of trained men, will be demanded—men of 
practical experience and technical education. 

814. The Lack of Technical Training.—To give the youth 
of this country this technical education is the very aim and 
special purpose of The International Correspondence Schools. 
It is the lack of technical training which places under marked 
disadvantages young men on the very threshold of life’s 
responsibilities and life’s duties. The absence of education in 
special lines prevents their making use of natural abilities, and 
seizing upon ready as well as inviting opportunities. 

815. Its Evil Results.—In any work to which young men, 
thus handicapped, devote themselves, their services command, 
as a matter of course, scanty compensation and tardy advance¬ 
ment. Especially true is this of those entering mechanical 
occupations. The graduate of a technical school soon distances 
such a one, even in those cases where the man without 
technical training may have had several years’ start in practical 
experience. How are these young men, hampered by ignorance 
and thus distanced in life’s race, to obtain this needed technical 
education without stopping work or leaving home? The 
International Correspondence system answers the question. 
While maintaining himself with his work and residing in his 
own home, a young man may, by our instruction, qualify him¬ 
self for positions of advanced pay and increased honor. All 


440 


that is required of him, to reach this end, is to place his spare 
moments under our direction. 

816. The Remedy.—Under the International Correspond¬ 
ence Schools’ direction, a young man without means may, by 
becoming an apprentice, or by entering the drafting room of an 
engineering establishment, maintain himself and qualify for 
the engineering profession of his choice. No better way is 
there to acquire professional training—for the young man who, 
while learning a trade, also acquires a profession, is doubly 
equipped, and, thus equipped, bound to achieve success. 

817. The Machinist’s Apprentice. —A young man may 
enter a machine shop as an apprentice and by taking The 
International Correspondence course of Mechanics, including 
Mechanical Drawing, at home, become, in due time, a mechani¬ 
cal engineer. 

818. Apprentices in Electrical Works. —Still another may, 
having secured a subordinate position w r ith an electric light, 
railway or electrical-supply manufacturing company, maintain, 
and at the same time fit himself, through The International 
Correspondence School of Electricity, for the position of fore¬ 
man, superintendent, or manager. 

819. Chainmen. —A fourth having engaged as chainman, 
for instance, on an engineering corps, may, w r hile performing 
subordinate duties, prepare himself, by our method, to become 
a civil or mining engineer. 

820. The Carpenter’s or Bricklayer’s Apprentice.—A fifth 
having taken up the trade of carpentry or bricklaying, may, 
by taking a course in Architecture and Architectural Drawing, 
qualify to attain the very highest place in the profession of 
building construction. 

821. The Two Great Classes of Young Men. —Young men 
who may be benefited by The International Correspondence 
Schools are divided into two classes : (a) Those compelled to 
labor at such an early age, or after such a brief term under a 
teacher’s guidance, that they have but the merest rudiments 
of an education, such, for instance, as reading, writing, spell¬ 
ing, with, perchance, certain elementary notions of arithmetic, 


441 


grammar, and geography. ( b) Those about to complete, or 
who have actually completed, a course in the intermediate, 
grammar, or high school, or in a college, without, however, 
any definite life-purpose in view. 

822. The Critical Period of Existence. —Boys, or young 
men, at this time of life, have reached a trying and critical 
period of existence. The pupil on leaving school should be able 
to write a neat hand, to make out personal accounts, write all 
business forms, such as receipts, bills, notes ; he should know 
the history of his country, the principles of its government, and 
of political parties ; be able to write a business letter correctly ; 
be acquainted with leading features in geography, commercial 
values, and products of the world ; have at command some 
choice extracts from noted writers ; spell correctly ; have eyes 
and ears trained for usefulness. With this capital, and a little 
common sense, the average fourteen-year-old pupil is fairly 
well equipped to enter the business world. But how few boys 
of fourteen, of eighteen, or young men much older, are, in fact, 
upon leaving school, equipped with this capital. 

823. The Help Afforded by The International Correspond¬ 
ence Schools. —The International Correspondence Schools 
come to the help of the young man just as he leaves school. 
The judicious parent will, in fact, before his son leaves 
school at all, direct his attention to our courses and advise 
him as to a choice. Then, when the boy leaves school, he has 
a definite purpose in view, and for the achievement of that 
purpose, equips himself with the best of instrumentalities, viz.: 
a technical course through The International Correspondence 
system. 

824. The Farmer’sSon. —Young men on farms, for instance, 
seldom have good opportunities to get an adequate educational 
training. They are, in many cases, able to attend school dur¬ 
ing the winter only. The term is short, and, at times, the 
condition of the roads forbids regular attendance. If a far¬ 
mer’s son wishes to make a success of city life he must over¬ 
come the enforced disadvantages under which he has acquired 
the rudiments of learning, and educate himself. This he can 
do best in The International Correspondence Schools. If he 


442 


knows just enough to enable him to read a letter and write 
simple sentences, he can thus, in spare time, in his own home, 
educate himself. The inclement days when no outside work 
can be done, evenings, and other free time can be utilized by 
the Correspondence student; he earns his living and, at the 
same time, pursues his studies. If he earnestly works to 
improve himself, lack of education cannot long remain a bar 
to his advancement. 

825. A Woman’s Century.—The phenomenal elevation of 
women, during the last quarter of a century, is adding a new 
force to our civilization. Miss Frances E. Willard said that 
the greatest achievement of the century is the discovery of 
woman. The tremendous strides made in the advancement of 
her cause, during the past twenty-five years, certainly indicate 
that she is capable of performing nearly everything which man 
can accomplish, and is destined to become, practically, his 
equal in most of the professions and avocations. 

826. The Broadening Field of Woman’s Activities. —The 
detailed table of occupations issued from the Census Office 
indicates that, with the exception of the United States Army 
and Navy, women are successfully entering into almost every 
field of labor ; and their progress in professional life has been 
as marked as in trade and industry. 

Today we find women planning and building houses; in the 
chemical laboratory; administering gas and extracting teeth ; 
designing and inventing; and grappling with the difficult 
problems of civil engineering. We meet them everywhere on 
the road as drummers, as theatrical agents, and managers ; we 
find them in the role of the veterinary surgeon ; in the field 
and dairy, as farmers, planters, and overseers; as barbers, 
hunters, trappers, guides, scouts, detectives. They go down to 
the sea in ships, and brave the winds and waves while fishing 
and dragging the bed of the ocean for oysters. They are in 
lumber camps, as wood choppers and lumber handlers, and 
even managing and propelling rafts. With pick and dynamo 
they quarry stone and delve into the earth in search of min¬ 
erals and precious metals. The number of women engaged in 
the gainful occupations increased nearly 48 per cent, between 


443 


1880 and 1890 ; while the number of men engaged in the same 
occupations increased only 28 per cent. During this same 
period, professional women increased 75 per cent, and those 
engaged in manufacturing and mechanical pursuits, nearly 
63 per cent.; while in trade and transportation the increase 
was 263 per cent., the number in 1890 being two and one-half 
times as great as in 1880. In 1870 there were only 35 women 
journalists, to 888 in 1890 ; and only 159 authors to 2,725 in 
1890. In 1890, there were six times as many women on the 
stage as in 1870, three times as many professors and teachers, 
ten times as many women serving as government officials, 
nine times as many women physicians and surgeons, more 
than forty times as many women lawyers, six times as many 
women musicians and teachers of music, twenty-five times as 
many artists and teachers of art, while the number of women 
in the pulpit had increased from 67 in 1870, to 1,143 in 1891. 
Over three hundred thousand persons engaged in professional 
services in the United States are women. As agents and col¬ 
lectors, the number of women increased from 97 to 4,875 
between 1870 and 1890. 

Women flourish and increase in trading and transportation, 
as bankers and brokers, as weighers and gaugers, and as bank 
officials ; but have not yet made any appreciable headway as 
sailors, soldiers, auctioneers, undertakers, boatmen, or pilots. 
Pottery, photography, and lithography give employment to 
10,000 women. Printing offices, rope and rubber factories, 
shirt, collar, and cuff manufactories, and silk mills employ 
more than 50,000 women. As blacksmiths they ply the ham¬ 
mer on the anvil ; they bind books, they work in the mines, 
they cut stone, lay bricks, and plaster walls. One woman 
reported herself to the census taker as a well-digger. 

It is estimated that there are over four million women bread¬ 
winners in the United States—nearly all doing good work. It 
is indeed a woman’s century. 

827. The Opportunities Afforded Women by The Inter¬ 
national Correspondence Schools. —Second, in truth, to no 
other is the opportunity offered to women by The International 
Correspondence Schools. 

Any woman gifted with artistic taste, and desirous, as all 


444 


women are, of becoming self-supporting, can qualify for pleasant 
and profitable work in an architectural- or mechanical-drafting 
room by taking an Architectural Drawing and Designing or a 
Mechanical Drawing Scholarship. Making tracings of either 
mechanical or architectural drawings is particularly agreeable 
work for women, and not difficult of acquirement. Our course 
in Architectural Drawing is an excellent preparation for the 
study and practice of decorative art, and here, therefore, we 
may add that there is, in the best class of architects’ offices, a 
growing demand for women as designers of interior decoration, 
and numbers of women already occupy such positions. 

828. Woman is Fitted for Architecture. —There are reasons 
why women are particularly well qualified to enter this field. 
In the first place, art predominates in architecture, and it is 
well known that in painting, sculpture, etc., woman is gradu¬ 
ally winning her way to the very top. Many competent judges 
hold that her taste is not only of a superior order, but sur¬ 
passes that of man. Keen perception and facility of expres¬ 
sion are traits of the feminine sex, and all these tend to 
produce delicacy and beauty in design. 

829. It is of Vital Interest to Women. —In the second 
place, women are peculiarly interested in architecture. What 
they have had to endure, because of poorly arranged and defec¬ 
tively constructed houses, they alone can tell. Many of the 
houses of a generation ago are, to say nothing of their external 
appearance, marvels of inconvenience and discomfort in their 
interior arrangements. No woman could ever have been guilty 
of designing such habitations. On this point, our opinions are 
well expressed in an article in “Architecture and Building,” 
oneof the leading architectural papers of the country, as follows: 

830. Taste, Perception, and Skill.—“What has already 
been accomplished by woman in art generally, and in many 
branches of the arts of design, indicates an ability to cope with 
architectual design with the same readiness as her brother, 
and there can be little doubt that in the drafting room she 
will prove an average equal. In fact, to this class of work she 
brings every requisite for success. Her taste will more than 
average with man’s, her perception is keen, and, with that 


445 


intuitive knowledge and quickness of expression which is her 
characteristic in every-day life, she is likely to prove a formid¬ 
able rival to her slower-growing and less keen-witted brother 
in some branches of architectural work.” 

831. A Noted Woman Architect.—The best proof that 
women are qualified to enter the field of architecture is, that 
many have already done so and that some have achieved 
marked success. A notable example was the work of Miss 
Sophia Hayden, of Boston, in designing and supervising the 
erection of the Woman’s Building for the World’s Columbian 
Exposition. While the exterior of this building was not, in 
some respects, so elaborate as that of many other structures at 
the exposition, the interior was so arranged as to produce an 
effect of uncommon beauty and utility, far surpassing that 
of any other building on the grounds. 

832. Other Prominent Examples.—Miss Hayden is, how¬ 
ever, by no means the only representative of her sex who has 
made a success of architecture. There is a number of other 
very successful lady architects in her own city, and many 
others in various parts of the country. Mrs. Nichols (nee 
Miss Minerva Parker), of Philadelphia, has for several years 
been one of the prominent architects of her city and state. 

833. Further Instances of Woman’s Success.—Not long 
ago the Florence Hospital, of San Francisco, and later the 
Woman’s Building of the Cotton States Exposition, held at 
Atlanta in September, 1895, was built from plans and designs 
furnished by women students of the New York School of 
Applied Design. The interior of the latter building was 
planned by Miss Alice J. Hands, and the exterior by Miss 
Mary N. Gannon, both having completed the two years’ course 
in architecture at this same institution. Their plans for this 
building having received the commendation of several of the 
most prominent architects in the country, it is not surprising 
that the building itself has attracted very general attention. 

834. Needs Technical Education.—The fact that the trus¬ 
tees of the Cooper Institute of New York, opened, some time 
ago, free evening classes in architecture for women, that the 
Maryland Institute of Baltimore has recognized the same need, 


446 


and the further striking fact that several ladies have taken up 
the International Correspondence course of Architectural Draw¬ 
ing and Designing, pursuing their studies under the Inter¬ 
national Correspondence methods with distinguished success, 
combine to show that this is now a generally recognized 
desirable field for women, and plainly indicates that it is one 
of the promising professions for ambitious representatives of 
the gentler sex. 

835. Willing to Meet Conditions. —Women need not be told 
that they cannot expect to succeed without the same course of 
study and the same amount of experience demanded of men. 
In all other professions they have shown willingness to meet 
the necessary conditions—nor will they fail in the case of 
architecture. With study they shall succeed. Euripides was 
right when he said, “Men need not try where women fail.” 

836. The Correspondence Method. —Our Correspondence 
School of Architecture has opened the way for all ambitious 
young women, desirous of studying architecture and architec¬ 
tural drawing and designing, to do so at very slight expense 
and without the necessity of leaving home. 

Then, too, our courses in Bookkeeping and Stenography offer 
women benefit and promise of the most inviting character, and 
call for investigation and recognition as well as generous patron¬ 
age from lady students. Investigation into our system will, we 
feel confident, result in the acknowledgment that, to a notable 
extent, we contribute in broadening the field of woman’s 
activities, and thus strengthen and solidify the social fabric. 

837. Professional Men. —To professional men, including 
ministers, lawyers, journalists, and physicians, who desire to 
obtain a knowledge of some of the engineering trades and 
professions, or of architecture, or of chemistry, mining, peda¬ 
gogy, stenography, or bookkeeping, our courses offer the most 
inviting and promising opportunities. 

838. The Clergyman. —The clergyman, for instance, must, 
that his labors be acceptable and fruitful, be an untiring 
student. He ministers to all classes and conditions of the 
human race—rich and poor, capitalist and laborer ; his range 
of reading must be as wide as his observation ; he must keep 


447 


pace with the race’s advancement and the century’s growth. 
Questions of mechanical science, electrical development, private 
and public health, the safety of life and property, the prin¬ 
ciples of pedagogy, and all matters connected with national 
education, civil government, history, municipal good govern¬ 
ment, fall within the clergyman’s purview of thought and of 
discussion. 

839. His Duty as a Good Pastor. —Can he do his full duty 
by his church and by his flock, by his country and his fellow 
man, without a knowledge of mechanical conditions and 
principles—without knowing just what are the duties of the 
workman in his various spheres of activity? 

He is interested, as a good pastor and faithful citizen, in 
questions of sanitation. His church edifice must be constructed 
in accord with the principles of sanitation, which demand the 
application of all means necessary for preserving and pro¬ 
moting public health, and the removal or neutralization of 
elements injurious thereto. 

840. As a Public Instructor. —So, too, must the school and 
all the public and private houses of his city. Can he speak 
with authority, or will he be heard with respectful attention 
on these subjects, if ignorant of the principles of sanitary 
plumbing, heating, and ventilation? He has, perhaps, within 
his parish, or the district confided to his care, large manu¬ 
facturing establishments. Members of his flock may have 
financial interests in, or earn their livelihood by, these indus¬ 
tries. Is he not concerned in their welfare : their immunity 
from danger to life and limb and property? Can he give 
intelligent or acceptable counsel without knowing the principles 
of engineering? The clergyman is, too, a teacher of teachers. 

841. As an Educationist. —The children of his pastoral 
charge, the most precious portion of his flock, are, for at least 
five days in the week, in the hands of the public school 
teachers. Yet the good pastor must be just as much concerned 
in their welfare on these five days as on the Lord’s day 
itself. He must be qualified to visit the schools, and to 
determine, by his visits, whether the teachers are qualified or 
not for their posts of duty. Often, indeed, the clergyman may 


448 


be called upon to act as a school superintendent, an examiner, 
or a lecturer to teachers. His church may, besides, some time 
invite him to assume the presidency, or take a professorship, in 
one of its schools or colleges. Without scientific knowledge of 
the principles of educational practice and pedagogic methods, 
he will prove an inefficient principal or unsuccessful pro¬ 
fessor. How can he indeed fulfil any of these functions with¬ 
out knowing the art of teaching? 

842. The Clergyman in His Public Capacity. —Our School 
of Pedagogy gives him the key to this important knowledge. 
The clergyman is, likewise, by duty and conscientious obliga¬ 
tions, often required to discuss vital questions of national, 
state, or civic importance. He must know the history of his 
country, his state, his city ; he must be acquainted with th e 
principles and practice of national, state, and city government; 
he is a leading citizen in his community, and as such should 
be qualified to solve the problems of engineering—whose 
solution bears such close relationship to questions of public 
safety, of taxation, of public health, and of civic good govern¬ 
ment generally. The American clergyman is, likewise, as we 
all know, intimately associated with church building. His 
opinions in this respect are sought after. Sought after, they 
ought to be of value ; but valuable they cannot be unless he 
has made himself acquainted with architecture. The more 
extended and, at the same time, the more exact the clergy¬ 
man’s knowledge, the better preacher and more successful 
pastor will he prove himself. The International Correspond¬ 
ence Schools feel happy to invite the attention of the studious, 
painstaking, and patriotic clergy of America to their courses, 
confident that some one, if not more than one, of those sub¬ 
jects of study alluded to, must, to this devoted body, prove in 
the highest degree profitable. 

843. In His Private Life. —So much for the clergyman in 
his public capacity. In his private life he is constantly taking 
notes of his readings and of his observations. He must have 
memoranda of lectures attended, of books of reference con¬ 
sulted in libraries, of conversations taken part in, of requests 
made by his parishioners, of duties to be attended to. Here 


449 


our course of Stenography is at his call, and to no class of pro¬ 
fessional men is stenography of more benefit than to the 
clergyman. 

844. The Lawyer. —Almost all we have said of the clergy¬ 
man is applicable to the lawyer. The lawyer, like the 
clergyman, must be a man of study. As a student, attending 
law lectures by eminent jurists, he must take notes of what 
these masters in the science of jurisprudence teach ; he 
frequently visits the law libraries to consult reports of 
authoritative tribunals in his own and other countries. Here, 
again, he takes notes. He goes to the court room to follow 
various cases during process of trial. The examination and 
cross-examination of witnesses, the speeches of counsel on each 
side of the case, and the judge’s decision and final charge, 
have for him, as a law student, the very deepest practical 
interest. He must take notes. He is, perhaps, as a student, 
assistant in a law office, and as such, frequently called on to 
attend to the correspondence of the firm with which he is 
associated, and to receive counsel, directions, and commands 
from his chiefs. He must know stenography, in order to keep 
abreast of his duties, and when he is himself called to the 
bar, will find stenography of the very highest value to his 
practice, enabling him to keep ready record of statements 
made, or advice asked for, by his clients; of questions asked 
or arguments advanced in court by the opposing counsel. 
Stenography is, for the good lawyer, not only a most formidable 
weapon in aggression, but a most powerful instrument of 
defense. 

845. The Qualifications of a Successful Lawyer. —But, 
besides stenography, the successful lawyer must know book¬ 
keeping and business forms. He must keep his own business in 
order, which cannot be done without the keeping of books, and 
the special training which that duty involves. Then, too, he 
is frequently given accounts whose collection he is to enforce. 
Books may have to be produced in court. He must know book¬ 
keeping, not only in principle but in practice, to do his duty 
by his clients. He has often, likewise, to look after bankrupt 

estates, the estates of minors, lunatics, and of deceased persons, 
15 


450 


all of whose books are turned over to his care, or for whose estates 
he must open special sets of books. Or, he may have to pro¬ 
tect the interests of clients against faulty bookkeeping and the 
arts of the embezzler. To do his duty in these respects, the 
lawyer must certainly know bookkeeping. We know, in fact, 
of no course of study of more practical moment to the con¬ 
scientious and ambitious attorney than our Complete Commercial 
Course, which embraces the very practical subjects of arithmetic, 
spelling, penmanship, grammar, letter writing, single-entry 
bookkeeping, double-entry bookkeeping, opening, closing, and 
changing of books, and last, but not least, stenography. There 
is, in fact there can be, no limit put to the knowledge of the 
good lawyer. He may be counsel for a railroad corporation, 
or for railroad employees, or for persons having suits against 
railroad companies ; hence, he must be acquainted with 
railroad engineering. He may be counsel for, or against, a 
municipality, and hence he must know municipal, hydraulic, 
and in certain cases, bridge engineering. His client may be 
concerned in a case of disputed property boundaries ; hence, 
the lawyer must be posted on surveying and mapping. He is, 
perhaps, counsel for or against a contractor and builder, for or 
against an architect ; to do his duty, he must study archi¬ 
tecture. He may be the legal adviser of a plumber, or be 
called on to defend or press a suit against a plumbing firm ; 
let him take our course in Plumbing, Heating, and Ventilation, 
and he is equipped for the purpose. He may be appointed legal 
adviser of a trades union, or of a great manufacturing concern ; 
he may be interested, on one side or another, in suits for 
damages arising out of accidents ; hence, must be acquainted 
with the principles and practice of mechanical and civil 
engineering. The lawyer is, too, a public man. He may be 
called on to serve as alderman, school commissioner, mayor 
of a city, member of the legislature, or of congress. In all 
these capacities our courses render him efficient service, by 
making him a more valuable public servant than he could be 
without their aid. He cannot in any case know too much. 

846. The Journalist. —The journalist is, in the same way, 
if not to a greater extent, bound to place no restriction on his 
acquirement of knowledge. He is called upon to deal with 


451 


every problem calling for the attention of the lawyer or the 
clergyman. The well equipped journalist is a blessing, the 
ignorant newspaper writer a curse, to his community. Stenog¬ 
raphy, according to the methods of The International Corre¬ 
spondence Schools, especially commends itself to the ambitious, 
progressive, and painstaking journalist. He cannot, in fact, 
well do without it. He cannot discuss private or public build¬ 
ings without a knowledge of architecture, nor railroads without 
a knowledge of railroad, locomotive, or bridge engineering, 
and surveying or mapping ; nor sanitation without a knowl¬ 
edge of sanitary plumbing, heating, and ventilation ; nor 
municipal good government without a knowledge of municipal 
and hydraulic engineering ; nor certain industrial, mechanical, 
and civic conditions and problems, without mechanical engi¬ 
neering. Educational methods and problems are closed to 
him without a course of pedagogy. Nor can he serve the 
people in public capacities without a full equipment of practi¬ 
cal knowledge along all or some of these lines. Under the 
title of journalist, we include all young men and women, 
or men and women of advanced years, falling within the 
category of authors, publishers, proprietors, or managers of 
publishing houses, newspaper publications, and periodicals ; 
all likewise who desire to enter, or have already entered, in 
any capacity, the broad field of journalism, a field now fruitful, 
and certain to continue fruitful, of noble men and noble 
women, typifying the very highest and best qualities of Ameri¬ 
can citizenship and American patriotism. The journalist is 
under the gravest moral and civic obligations to be a man of 
study and of large acquirements. No man is in a position to 
exercise greater influence for good or for evil over his fellow 
citizens. His printed opinions are quoted by men having 
faith in his judgment and education. If the latter be defect¬ 
ive, how can his judgment be relied upon when he writes of 
subjects demanding exact scientific knowledge ? 

847. The Physician. —The physician, like the clergyman, 
the lawyer, and the journalist, is obliged to push his knowl¬ 
edge to the most comprehensive bounds. As a student, he 
attends the lectures of men eminent in the profession and prac¬ 
tice of medicine. These lectures are to him invaluable. He 


452 


needs to preserve this instruction for future use. He must 
take it down in shorthand. As he walks the hospitals, he 
takes notes as he proceeds ; shorthand is here again a necessity. 
Take him as a medical practitioner. A patient calls on him, or 
he visits a patient. The latter gives him confidential informa¬ 
tion. It cannot be written out fully without at least some 
danger of its falling into other hands. Written in shorthand, 
the secret is doubly guarded. Then the physician must 
know how to keep his books properly. It is notorious that many 
physicians do not keep their books in order, and by ignorance 
and neglect in this regard, bring their business and the pro¬ 
fession at large into disrepute. 

848. Electrotherapeutics.— Here we may add that, for the 
special benefit of physicians, surgeons, nurses, and other persons 
of medical training, we have a course of Electrotherapeutics, 
prepared by men of high rank and wide experience in this 
special line. It embraces electrophysics, electrophysiology, 
electrodiagnosis, and electrotherapeutics, general and special. 

849. The Opportunities of the Physician.—The physician 
is, we may further state, often called on to serve as chief health 
officer or member of a board of health in a municipality. He 
must, to fulfil either duty, know the principles of chemistry, of 
sanitary plumbing, heating, and ventilation, besides, of course, 
municipal and hydraulic engineering. The successful physician 
is usually a very popular man. He is at any time liable 
to be called on by popular election to serve in some very 
responsible public office. He may be elected alderman, mayor 
of a city, member of the legislature, or congressman. One or 
more of our courses, such as architecture, electricity, railroad, 
municipal, and hydraulic engineering, will, in his public 
capacity, serve him in good stead. Like the lawyer, the 
journalist, and the clergyman, the physician can never know 
too much. 

850. The Extent of Our Instruction. —The field covered by 
our instruction is broad indeed ; the occupations we benefit 
and the classes we improve so numerous and so important as to 
make The International Correspondence Schools the most pow¬ 
erful and far-reaching educational instrumentality of the age. 


453 


We subjoin an enumeration, detailed, indeed, but by no 
means exhaustive, which establishes this claim on the immov¬ 
able foundations of indisputable achievement. 

851. Classes Benefited by the School of Mechanics. —The 
classes likely to be benefited by a course in the Correspondence 
School of Mechanics are : Agricultural-implement makers ; 
axe manufacturers (office and supervising); axe makers; axle 
manufacturers (office and supervising); axle makers. 

Bessemer steel workers; bookbinders, proprietors or ordi¬ 
nary workers ; boilermakers ; belting and hose manufacturers ; 
belting and hose makers; blacksmiths; blast-furnace employees; 
boiler inspectors; boilermakers, manufacturers, superin¬ 
tendents, foremen, ordinary workmen ; bicycle and tricycle 
manufacturers, superintendents, foremen, makers, repairers ; 
bobbin, spool, and shuttle manufacturers, superintendents, 
foremen, makers; building movers; button makers; box 
makers; brass founders ; brick manufacturers ; supervisors, 
loaders; boot-and-shoe makers. 

Chain makers; cutlery workers, superintendents, foremen, 
workmen ; charcoal-iron workers ; crucible-steel workers ; 
cordage or rope makers. 

Designers ; draftsmen ; drop forgers; die sinkers. Electro¬ 
typers ; engine manufacturers, ‘ superintendents, foremen, 
makers. Fiber manufacturers, agents, superintendents, carders, 
spinners, weavers, winders; loom fixers, boss weavers, over¬ 
seers, boss spinners, boss carders; file makers, foremen, 
machinists, forgemen, foundrymen. 

Garden-tool makers ; grain-elevator builders. Hoop makers. 
Iron and steel merchants ; iron and steel workers, superin¬ 
tendents, foremen; inventors. Lead-pipe makers, lumber 
manufacturers and employees. 

Machinists (proprietors); machinists (foremen); machinists 
(in shop); machinists and millwrights not using wood work ; 
mechanical engineers ; manufacturers of machinery; molders ; 
molding-machine makers. Nail manufacturers, makers ; nut 
and bolt makers. Open-hearth steel workers. Patternmakers; 
plate-, beam-, and sheet-mill employees ; puddlers. 

Rule or level makers; rod-mill employees; rope makers; 
rolling-, rail-, plate-, and wire-mill employees; railroad 


454 


blacksmiths ; railroad inspectors ; railroad master mechanics ; 
railroad superintendents. Safe manufacturers, workmen ; shop 
foremen; superintendents; salt-works employees, superin¬ 
tendents, and workmen ; sawyers ; scale makers ; scythe and 
sickle makers ; sewing-machine agents and operators ; shingle- 
mill employees ; ship builders ; ship inspectors, riggers ; shovel 
makers; surgical-instrument makers and employees; silk 
manufacturers ; stevedores. 

Tool makers; type founders; typewriter makers; tube 
workers. Umbrella makers. Wire makers; wheelwrights. 
Zinc-works employees. 

852. Classes Benefited by the School of Civil Engineer¬ 
ing. —Axmen. Bridge designers; bridge inspectors ; bridge 
builders, supervisors, foremen, carpenters ; brakemen. Civil 
engineers (office or field work, mining, or tunneling); chain- 
men ; clerks in engineers’ offices ; clerks in city engineers’ 
offices ; contract agents (railroad). Draftsmen ; division road 
masters ; division superintendents. Foremen of round-houses, 
foremen of freight-houses ; foremen of sectionmen ; firemen ; 
farm laborers. 

General managers ; general master mechanics. Hydraulic 
engineers. Mechanics of all kinds ; municipal engineers. Presi¬ 
dents and officials of railroad corporations ; paving contrac¬ 
tors ; pavers ; promoters of railway, bridge, canal, road-making, 
water-works enterprises. Railroad contractors ; railroad engi¬ 
neers ; rodmen ; roadmasters; railroad firemen; railroad 
conductors ; railroad despatchers ; railroad constructors ; rail¬ 
road purchasing agents. Sectionmen ; surveyors ; supervisors 
of bridges ; sewer inspectors ; sewer contractors; structural- 
iron workers; superintendents of bridge works; superin¬ 
tendents (motive power and machinery); superintendents 
(pump and water supply); stockholders in railway, bridge, 
canal, road, or water-works corporations; supervisors generally. 
Track foremen ; template makers ; trainmasters ; train agents ; 
transitmen and levelmen. Water inspectors ; wharf builders. 
Yard masters ; yardmen. 

853. Classes Benefited by the School of Heating, Plumbing, 
and Ventilation. —Apprentice plumbers ; architects. Building 
contractors. Clergymen ; city officials generally. Gas-fitters ; 


455 


gas-works employees; gas-meter inspectors. Heating engi¬ 
neers ; heating contractors ; hot-water fitters, etc. ; hardware 
merchants; hardware clerks ; health inspectors. Iron-pipe 
fitters. Journeyman plumbers ; journalists. Lead-pipe manu¬ 
facturers ; ordinary workmen. Manufacturers and makers of 
heating apparatus ; master plumbers ; city officials generally ; 
municipal health officers. 

Physicians. Real-estate men. Steam fitters ; sanitary engi¬ 
neers ; superintendents (gas works) ; superintendents (natural 
gas-pipe lines) ; sanitary plumbers ; sewer contractors ; school 
superintendents ; sheet-metal workers. Teachers. Ventilation 
industries (proprietors and employees of ) ; wiring and bell 
workers. 

854. Classes Benefited by the School of Pedagogy.—Citi¬ 
zens (generally) ; clergymen ; college professors ; editors ; 
journalists (generally). Private tutors. School commissioners ; 
school superintendents ; school principals ; students in acade¬ 
mies, colleges, high schools, normal schools, technical schools. 
Teachers of arithmetic, grammar, orthography, geography, 
U. S. history, U. S. civil government, rhetoric ; teachers in 
public graded schools, district schools, high schools, academies, 
private schools, manual-training schools, night schools. 

855. Classes Benefited by the School of Mines.—Assayers ; 
assistant superintendents of mines ; assistant mining engineers ; 
assistant mine foremen ; amalgamators. Cement miners ; coal 
miners ; coal dealers ; capitalists (investing in mining proper¬ 
ties) ; coal inspectors ; civil engineers ; coke foremen ; chemists ; 
coal agents. Drivers in mines ; driver bosses. Fire bosses ; 
footmen. Loader bosses ; land commissioners. 

Mine operators ; mining companies’ secretaries and treas¬ 
urers ; mine surveyors ; mine surveyors’ assistants ; mine fore¬ 
men ; mine contractors; mine-machinery runners; metal 
miners; metal prospectors ; mine laborers ; mine trackmen ; 
mine carpenters and timbermen ; mine machinists ; mine 
bookkeepers; mill foremen and superintendents; mill men; 
metallurgists ; mine brokers; mine machinists, mine black¬ 
smiths ; mine clerks, stenographers, accountants, timekeepers, 
manufacturers. Owners of mining properties; officers of 


456 


mining companies ; ore sorters and samplers. Quarry men ; 
quarry foremen. Professors and students of geology ; pros¬ 
pectors ; promoters of mining companies. State mine inspect¬ 
ors ; superintendents of mines; slopemen; slate pickers; 
shareholders in mining companies. Weighmasters. 

856. Classes Benefited by the School of Bookkeeping and 
Stenography. —Agriculturists ; authors; accountants ; actuaries ; 
adjusters ; army and navy officers ; attorneys at law ; auditors; 
aurists ; assessors. Bakers ; bank officers ; bank clerks ; book¬ 
keepers ; bank tellers; bank accountants; bank cashiers; 
bank inspectors or examiners ; barbers ; beekeepers ; bath 
proprietors; boarding-house keepers; bookkeepers (super¬ 
visors) ; booksellers and stationers; boots and shoes (whole¬ 
sale dealers, retail dealers) ; brokers, stocks and bonds, 
merchandise, insurance, etc. ; butchers; baggage masters at 
stations ; baggage agents (transfer company). 

Clergymen ; car accountants ; cashiers ; caterers ; cattle 
dealers ; cattle brokers and shippers ; clerks, grocery, furni¬ 
ture, dry goods, etc. ; collectors or deputy collectors internal 
revenue; commercial travelers; commission merchants or 
brokers ; copyists ; country storekeepers ; country store clerks ; 
college graduates. 

Deputy U. S. marshals ; detectives. Express agents ; eating- 
house keepers ; editors and assistants. Farmers, farriers, fish 
and oyster dealers, proprietors and clerks ; florists, proprietors 
and assistants ; flour and grain dealers, proprietors and assist¬ 
ants ; fruit dealers, proprietors and assistants ; furniture dealers 
and salesmen ; fur dealers. Grain-elevator superintendents ; 
grain-elevator employees ; gardeners and market men ; grain 
measurers and inspectors in elevators, warehouses, or markets ; 
grocers, proprietors, and assistants. 

Harness makers, proprietors, and employees ; hay and grain 
dealers, proprietors, and clerks; horse dealers and shippers ; 
hotel keepers, clerks ; hucksters or venders. Ice dealers, pro¬ 
prietors and clerks ; insurance officers and employees ; internal 
revenue agents and assistants. Laundry proprietors and clerks ; 
leather dealers and clerks ; librarians and assistants ; livery- 
stable keepers, proprietors, and clerks. Milkmen, proprietors 
and clerks ; milliners ; music teachers. 


457 


Naval stores, manufacturers of; newspaper proprietors, man¬ 
agers, and dealers. Paper dealers ; paymasters; prison keepers; 
provision dealers and clerks ; publishers ; purchasing agents ; 
pursers or paymasters on ocean, lake, river, or sound steamers. 
Railroad accountants ; railroad agents : general and assistants, 
general baggage, general freight and assistants, general ticket 
(general passenger and assistants, general traveling) ; real- 
estate men and assistants. 

Stenographers ; store keepers ; stewards (hotels, clubs, and 
dining cars); saddlers ; salesmen of furniture ; shipping clerks, 
mercantile ; stock farmers, owners, superintendents ; secre¬ 
taries (lodges, societies, and corporations); storage-room pro¬ 
prietors and clerks ; salesmen generally. Timekeepers; 
tobacco manufacturers and dealers; treasurers of lodges, 
societies, corporations ; typewriters. Undertakers (proprie¬ 
tors). Wardens and deputies (state prisons, houses of cor¬ 
rection, and reform schools); warehouse superintendents and 
proprietors ; wood and coal dealers ; yarn brokers. 

857. Classes Benefited by the English-Branches Course.— 
Agents of all classes. Business men ; bookkeepers ; bank 
officials; bank tellers, cashiers, accountants, watchmen, 
messengers ; boatmen ; bootblacks. Clerks ; collectors ; coach¬ 
men ; cab drivers ; cowboys ; commercial men. Draymen ; 
drovers; drivers ; dairymen. Elevator men (passenger, 
freight) ; express employees. 

Farmers ; farmers’ sons ; farmers’ daughters ; farm laborers. 
Hotel clerks ; hotel porters ; hostlers. Immigrants. Janitors. 
Laborers ; letter carriers. Navy or army officers. 

Office boys. Police inspectors ; patrolmen ; pressmen ; 
printers ; porters ; postal employees. Railroad employees 
generally. Stock raisers ; stewards ; soldiers ; sailors ; secre¬ 
taries of societies, lodges, corporations, etc.; showmen; steve¬ 
dores ; stenographers; typewriters. Theater managers, ushers; 
theatrical agents or officials; tobacco-warehouse laborers; 
typesetters; technical students; teamsters. Watchmen ; 
waiters (hotel and restaurant). 

858. Classes Benefited by Our Courses in Chemistry.— 
Acid makers ; analytical chemists ; apothecaries or druggists; 
assistants for prescription and counter work; assistants in 


458 


undertakers’ establishments. Blacking and dressing manu¬ 
facturers and supervisors of such manufacturing establish¬ 
ments ; bottle manufacturers; bottle makers; bottlers ; brick 
manufacturers, supervisors, loaders; burnishers; button 
makers; board-of-liealth officers. 

Chemists; cartridge makers; confectioners and candy 
makers ; curriers ; candle makers. Dyers ; distillers ; dyna¬ 
mite makers ; drug clerks. Employees in the following manu¬ 
facturing establishments : canned goods, celluloid, chemicals 
(laboratory work, testing, etc.), drugs, chocolate and cocoa, 
colors, condensed milk ; explosives. 

Fiber manufacturers; food inspectors ; flour inspectors ; fresco 
painters ; fur manufacturers ; furnace men in glass works ; fer¬ 
tilizer manufacturers and employees of same. Gauger, U. S. 
revenue service ; gilders ; glass-works employees ; glue manu¬ 
facturers, proprietors, and assistants. 

Health inspectors. Ink makers. Laundry proprietors. 

Manufacturers of plate glass, casting men, grinders and 
polishers ; manufacturers of fireworks, matches, chloride of 
lime, sulphuric acid, oil, soda, paints, leather, rubber, nitro¬ 
glycerin ; members of the board of health ; medical students. 
Oil-cloth manufacturers, employees ; oil brokers or salesmen ; 
oil dealers. Paper manufacturers; paper and pulp mill 
employees ; perfumery manufacturers ; pharmacists; phos¬ 
phate workers; photographers ; powder makers. Soap man¬ 
ufacturers and employees ; scourers ; soap boilers ; soda water 
bottlers ; salesmen in paints and oils ; starch manufacturers 
and makers ; sugar manufacturers, refiners, and employees. 

Tanners. Undertakers. Vinegar makers ; varnishers. Yeast 
makers. 

859. Classes Benefited by Our Sheet-Metal Pattern- 
Drafting Courses.—Aluminum workers ; architectural metal 
workers. Brass-goods manufacturers ; braziers ; brass fitters ; 
brass founders, polishers, and supervisors ; boilermakers ; 
blowpipe makers ; building contractors ; boat builders ; box 
(tin and metal) makers. Cornice makers ; conveyor makers ; 
coppersmiths ; corrugated-iron workers ; chandelier designers ; 
chandelier makers. Designers of architectural metal work ; 
designers of mechanical metal work. 


459 


Furnace setters. Goldbeaters ; gold or silver refiners ; gold¬ 
smiths. Hardware clerks ; dealers ; employees ; hammerers. 
Lamp designers ; lamp makers. Metal-pattern makers; metal 
roofers ; metal spinners. Plumbers ; pipe fitters; pattern 
draftsmen; plated-ware designers. Roofers. Safe manufac¬ 
turers ; silver and gold refiners and workers; silverware 
designers ; silver-plate workers, lathemen, burnishers, solder- 
ers, molders, platers; silversmiths; sheet-iron workers ; 
stack builders ; spectacle makers ; stove-works employees ; 
shipwrights ; skylight and showcase makers ; steel-pen makers. 
Tinsmiths; tinsmiths’ apprentices; 4 tank builders; trunk 
makers ; toy manufacturers. Umbrella makers. 

860. Classes Benefited by Our Courses of Steam Engi¬ 
neering.—Assistant engineers ; agricultural-implement agents 
or dealers ; assistants in engineers’ offices; assistant firemen 
and coal passers. Brakemen. Captains of vessels and other 
employees on steam vessels ; clerks on steamers ; conductors ; 
chiefs of fire departments ; chief engineers; canal boatmen. 
Draftsmen ; dock masters ; dredge engineers ; dealers in steam¬ 
engineering supplies. Engineers ; engine men ; engineers of 
steam fire engines ; elevated-railroad employees ; engineers of 
gas, gasoline, and oil engines. Firemen. 

Inspectors of boilers. Locomotive engineers; locktenders ; 
locomotive firemen. Marine engineers ; marine firemen ; men 
in charge of ice-making and refrigerating plants ; masters and 
mates of river or sound steamers, of sea-going vessels, of 
coasting vessels. Oilers. Pumpmen. Superintendents of 
engine companies, of dredge companies, of brick manufac¬ 
turing ; stationary engineers; steam-laundry men. Traction 
engineers. Water tenders ; well drillers ; wipers and hostlers. 

861. Classes Benefited by the School of Architecture.— 

Architects ; assistants in architects’ offices ; architectural engi¬ 
neers ; architectural draftsmen ; apprentices. Band sawyers ; 
building inspectors ; billiard-table manufacturers, makers, 
supervisors; blind makers; blind manufacturers; block 
makers ; box makers ; brick manufacturers; bricklayers or 
helpers ; builders ; buzz sawyers ; building mechanics ; bridge 
contractors ; building movers. 


460 


Clergymen ; contractors ; clerks in architects’ offices ; clerks 
of works; carpenters; cabinetmakers ; carriage, coach, or 
wagon manufacturers ; carriage makers ; carvers ; contractors 
(building and bridges); car builders; calculators; coopers. 
Draftsmen ; decorators ; door, sash, and blind manufacturers 
and makers. Erectors of buildings ; estimators ; engravers on 
stone, steel, wood, or copper; electric-light wirers and bell 
workers. Foremen of buildings ; frescoers; furniture manu¬ 
facturers, workmen. Granite proprietors, workers ; granite 
cutters ; grain-elevator builders. Hardwood polishers ; house 
decorators; hardwood workers; housesmiths. Insurance 
inspectors and adjusters; iron workers. Joiners. Lathers; 
lithographers ; ladies of leisure ; ladies desirous of studying 
decorative art; ladies just leaving school; lumber manufac¬ 
turers. 

Masons; mechanics in wood and stone manufactories; 
mantel setters ; marble manufacturers, cutters, and dressers; 
marble masons or setters ; master builders ; master car build¬ 
ers ; master car painters ; mast makers; model makers. Orna¬ 
mental-iron workers ; organ builders, proprietors, employees. 
Plumbers and gas-fitters ; painters; plasterers; paper hangers ; 
picture-frame makers ; pottery workers ; polishers ; planers ; 
proprietors of stone quarries and dealers in stone. Roofers ; 
railroad carpenters ; real-estate agents, owners. Steel workers ; 
stair builders; slieet-metal workers; stone cutters; spool 
turners ; stave cutters ; sculptors ; slaters ; sawyers ; stone 
dressers; stucco workers; scene painters; ship carpenters; 
superintendents of buildings; supervisors ; structural-iron 
workers. Terra-cotta workers; theatrical carpenters; tile 
workers ; timbermen. Vamishers. Wood cutters, workers. 

862. Classes Benefited by the School of Electricity.— 
Armature winders or repairers. Cable road employees ; con¬ 
ductors ; civil engineers ; city officers; college students and 
professors. Draftsmen ; dynamo tenders ; dealers in electri¬ 
cal supplies. Electrical engineers ; electricians of telegraph 
offices ; of electric-lighting companies ; electric house wirers ; 
electric-light testers ; electric-light carbon trimmers ; electric- 
• light inspectors; electric-light engineers (dynamo); electric 
employees wiring buildings; electric linemen ; engineers of 


461 


dynamos ; engineers of street-car motors ; employees in elec¬ 
trical industries; employees in central stations, in the con¬ 
struction of pole lines and conduits ; employees in electric-light 
plants or on the outside equipment; employees in electric¬ 
railway power plants and barns ; electric-car repairers ; elec¬ 
tric laborers ; elevator operators. Foremen. Gas-fitters. 

Health inspectors and officers ; installation engineers. Jour¬ 
nalists. Linemen (electric, telephone, or telegraph) ; light¬ 
ning-rod agents. 

Men of scientific research ; members of scientific societies ; 
machinists ; motormen ; medical students ; managers of elec¬ 
tric-light and power plants and electric railways ; managers of 
telephone exchanges, of mines; magnet winders. Nurses. 
Officers of electric companies ; oilers ; operators of electric 
mining machinery. Plumbers (engaged in house wiring and 
bellwork) ; patent-lawyers; physicians; promoters of electric 
companies. Superintendents of fire alarms ; steam engineers ; 
switchmen ; superintendents of electric-light and power plants, 
of electric railways, of mines, of telegraph companies, of tele¬ 
phone companies ; salesmen of electrical supplies for elec¬ 
trical industries; surgeons ; shareholders in electrical com¬ 
panies ; signalmen ; station managers. Telephone operators ; 
telegraph operators; telephone inspectors; trolley-car con¬ 
ductors ; train dispatchers. Wiremen ; wipers ; workers in 
electrical industries generally. 

863. An Unlimited Field.—Our field is truly unlimited and 
our purpose as broad as the field before us. The International 
Correspondence Schools are a mighty social and educational 
influence. They are an honor to the United States of America, 
whose Declaration of Independence, declaring all men born 
free and equal, thereby declares them all entitled to education ; 
and The International Correspondence Schools of Scranton, 
Pa., being an honor to the United States of America, are, also, 
certainly one of the richest gems in the educational diadem of 
the grand, prosperous, enlightened, and peace-loving common¬ 
wealth of Pennsylvania, whose sons, enraptured by her his¬ 
toric renown and splendid achievements for liberty and for 
humanity, may well cry out, 

Be freedom, and science, and virtue thy fame ! 


RESULTS ACHIEVED. 


864. What We Have Done. —Claims are in themselves of 
no avail unless supported by unquestionable attestation of their 
justice and accuracy. No educational institution in this or 
any other land—however venerable in years or illustrious in 
achievement—can point to a nobler record than The Interna¬ 
tional Correspondence Schools, of Scranton, Pa. From humble 
beginnings, we have extended our scheme of education until it 
embraces the wide and fruitful fields it covers today. We have 
advanced because of the generous public support our efforts 
have secured. That public support we have won because we 
have made no promise, given no pledge, that remains unful¬ 
filled or unredeemed. Our work and its results speak for them¬ 
selves. We have held aloft the torch of enlightenment and 
thousands have gladly followed its guiding light. Other thou¬ 
sands await their opportunity. These thousands must, in turn, 
give place to tens of thousands, all desirous and determined to 
benefit by this light, at once so luminous, so beneficent, and so 
enlivening. Our purpose is, to give civilization good men ; 
this republic devoted citizens. We ask those people who have 
had the benefits of education, to see to it that these benefits are 
extended to others. There are, we know, thousands of good, 
earnest souls in this land, striving to elevate the tone of society. 
We hear but little of them. Their names are not often seen in 
print—they make no noisy demonstrations of any kind. They 
are among the ideal citizens who form the best supports of 
government, and without whose earnest interest, patriotic feel¬ 
ing, and honest loyalty, the state would suffer. In the advocacy 
of their plans, they may not always be wise, but of the honesty 
of their convictions and the singleness of their purpose, there 
can be no room for question. We need, in every way, to 
increase the number of such persons, and invite the coming of 
others who will aid us in the task of developing ideal citizen¬ 
ship. 

865. Who Is the Ideal Citizen? —When we say ideal citi¬ 
zens, we mean useful citizens—citizens well and adequately 
filling their positions in life, guided by true conceptions of duty 

462 



463 


to God, to the state, and to the society of which they form a 
part. Upon such citizens weighty responsibilities rest. If the 
problem of self-government should fail, the responsibility must 
fall upon such as these, destined for, but unwilling to attain 
unto the better things; and fail it surely must, unless they, 
above all others, rise to a full sense of duty and responsibility. 
Such citizens should be the leaders and guides of their fellows. 
What a noble calling! What an honorable responsibility ! 
We invite them to join with us in keeping before the people 
the best ideals, and striving to make, of all the men and 
women of the age, high-minded, broad-cultured, responsible, 
ideal citizens. 

866. What Do We Mean by “ Opportunity ” ?—It is alsoour 
purpose, not only to show the young men of the land that there 
are opportunities everywhere, but to enable them to seize these 
opportunities. America is, indeed, but another name for oppor¬ 
tunity ; our whole history appears like a supreme effort of the 
Divine Providence in behalf of the human race. Never before in 
the history of the world were there such grand openings—such 
magnificent possibilities. American life pulsates with chances. 
Yours and mine may not be dramatic or great—they may be 
extremely common—but we must seize them and make them 
great if we would get on and up in the world. Opportunities ? 
They are all around us. Every examination, every patient, 
every client, every newspaper article, every sermon, every 
business transaction—these are all opportunities to him who 
would succeed. Opportunities to be polite, opportunities to be 
manly, opportunities to do one’s best, opportunities to be honest, 
to be true, to make friends, to widen our natures and discipline 
our powers, crowd upon us every day. Every responsibility 
thrust upon our honor is a priceless chance, a step in the ladder 
of individual progress. 

867. “The Good That Is Nighest.”—Even blindness does 
not prevent greatness, nor lessen opportunities. There are, in 
the United States, one hundred blind piano tuners and one 
hundred blind church organists, besides fifty music teachers 
and fifteen composers and publishers of music, also blind, all 
of whom are successful. Are there, then, opportunities for the 


464 


blind and not for you ? No. There are opportunities for all 
willing to see them. 

Weak men wait for opportunities; strong men make them. 
Be ready for your opportunity ; seize it; and 

“ Work for the good that is nighest, 

Dream not of greatness afar; 

That glory is ever the greatest 
Which shines upon men as they are.” 

868. Abundant Testimony. —That no mean success has so 
far attended our efforts to attain these high purposes is very 
evident from the testimonials in our possession. These testi¬ 
monials, from all states and countries, concur in stating that 
The International Correspondence Schools constitute the most 
unique, comprehensive, complete, thorough, and successful 
system of education yet devised for the classes it is designed to 
benefit. 

869. From the North. —From the dauntless North, for 
instance, we have received these warm words of commen¬ 
dation : 

“ You have fulfilled your promise to the very letter.”— George 

Schaler, Finisher; Stratford, Ontario, Can. 

“ I consider the money I paid you the best investment I have 
ever made.”— Frank McMurdie, Superintendent of Machine Shops ; 
348 Farnsworth St., Detroit, Mich. 

“ I shall always feel it one of the wisest investments I have 
ever made.”— Arthur Bagett Jones, Stationary Engineer ; 51 Bar¬ 
ber St., Winnipeg, Manitoba. 

870. From the South. —From the sunny South these fervid 
terms of praise encourage us in our arduous task : 

“No young man can put a small sum of money to a better 
purpose.”— Roy Sanders, Bricklayer ; Tracy City, Tennessee. 

“ Everything is made so plain that any one can understand 
it.”— Charles II. Gallagher, Engineer ; Berwick, Louisiana. 

871. From the East. —From the populous and enlightened 
East come these messages of earnest gratulation : 

“ The ideal institution for any one who wishes to acquire 


465 


I 


technical knowledge.”— A. Szigeti, Electrician; 387 Warwick St., 
East New York. 

“But for your School I would have still been a miner.”— 
Win. T. Moss, Mine Superintendent; Walsall, Pennsylvania. 

872. From the West. —Nor is the noble, generous, manful 
West behind in acknowledgement of our success : 

“ Without your aid I would never have obtained the position 
I now hold.”— David Griffiths, State Inspector of Coal Mines; 
Capitol Building, Denver , Colorado. 

“ I only wish I had known of it sooner.”— Charles McMills, 
Engineer; 521 Post St., Salt Lake City, Utah. 

“ If the government ran your school it could not be run on a 
better plan.”— F. E. Griesmer, Machinist; 321\ Twentieth St., 
San Francisco, California. 

873. From the Central States. —From the fertile and pro¬ 
gressive Central Commonwealths, we have been rejoiced by 
testimonies such as these : 

“Any man can learn who will give his spare moments to 
study under your direction.”— John F. Clayton, Miner; Troy, 
Illinois. 

“The opportunity of the century for the ambitious man of 
limited time and means.”— E. A. D. Parker, Topographer in 
United States Engineer’s Offices; 809 West-Fourth St., Sioux City, 
Iowa. 

“Just the thing for the practical miner as well as the 
mechanic.”— E. Hedhurg, General Manager of Hedhurg Zinc 
Mining Co.; Box 41, Joplin, Missouri. 

874. From the Northeast. —The states and provinces of the 
staid and settled Northeast are not behind their sister commu¬ 
nities in tribute to The International Correspondence Schools : 

c 

“ If anybody cannot learn by your way of teaching he can¬ 
not learn at all.”— Wayne S. Clark, Machinist; West Rutland, 
Vermont. 

“ Every man who hopes for promotion should take a 
course.”— A. E. Bartlett, Locomotive Engineer; St. Stephen, New 
Brunswick. 


466 


“ The price of the scholarship is not to be compared to the 
benefit received.”— Alex. McKinnon, Coal Miner; Port Morton, 
Nova Scotia. 

875. From the Southeast. —The genial, gladsome Southeast 
vies with other sections in its appreciation of our educational 
methods : 

“ Your Instruction Papers are concise, thorough, and easily 
understood.”— Charles M. Gibbs, Clerk; 131\ Bay St., Savannah, 
Georgia. 

I would not part with what I have learned for five times its 
cost.”— Aug. E. Sjoblon, Laborer; Paola, Florida. 

876. From the Northwest. —The imperial Northwest, the 
land of present greatness and untold future development, also 
sends us greeting: 

“ I heartily endorse all of the advantages claimed for your 
School.”— Otto Lorenz, Marine Engineer; Box 1155, Tacoma, 
Washington. 

“Those who do not join your School know not what thej T 
miss.”— Amos Lee, Coal Miner; Cor. Irwin and Dickson Sts., 
Nanaimo, British Columbia. 

“I only regret I did not know of its existence some years 
ago.”— W. r. Names, Seaman; Care of U. S. S. “ Pint a,” Sitka, 
Alaska. 

877. From the Southwest. —The golden, glorious Southwest 
likewise acknowledges its indebtedness to our methods : In 
the state of Texas alone, with its unbounded resources and 
imperial domain, we have hundreds of grateful, assiduous, 
and progressive graduates and students, such as the writer 
whose work we subjoin : 

“ The instructors are so explicit, yet concise, that they can¬ 
not be misunderstood.”— W. L. Irwin, Carpenter; 1212 Willow 
St., Laredo, Texas. 

878. From Foreign Lands. —From foreign shores and far 
distant climes we have been honored by testimonials unsur¬ 
passed in the warmth of their gratitude, and unrivalled in the 
emphasis of their commendation : 


467 


“ I cannot speak too highly of your method of instruction by 

mail.”— Robert Curnow, Mine Manager; Box 12, Krugersdorp, 
South African Republic. 

“To know your School is to like it.”— A. Aillond, Business 
Man; 357 Sixtieth St., Merida, Yucatan, Mexico. 

“The simplest and best method of obtaining a mechanical 
education.”— F. B. Jones, Store Keeper in Eng. Dept.; U. S. S. 
“ Ranger ,” Panama, Columbia. 

“Just what it is advertised to be.”— Charles N. Snowden, 
Machinist; Lihne, Kauai, Sandwich Islands. 

“Am highly pleased with the method and care with which 
the Papers are gotten up.”— David Fleming, Engineer ; Govan, 
Scotland. 

“I only wish I had known of your school before.”— James 
II. Cregan, Assistant to Electrical Engineer; 6 Water St., George¬ 
town, Demerara, British Guiana, South America. 

879. Grateful Testimonials. —To these acknowledgments 
we add extracts from some few letters, space prohibiting our 
reproduction of any but the most limited number, and those 
of special significance, dealing with some of our courses. 
We have on hand thousands of like testimonials to the efficacy 
of all our instruction in every branch we have undertaken to 
teach. All are open to public inspection, which we most 
gladly and, indeed, urgently invite. 

880. “ Derived a Great Deal of Benefit From It.” —From 
835 Jefferson St., Wilmington, Del., Sept. 19th, 1898, Mr. J. 
Newman Davis, of the Pusey & Jones Company, writes: “I 
wish to state that, even at this early stage of my course, I have 
derived a great deal of benefit from it, as the methods and 
rules which you give are so much more simple and clear than 
those which I previously studied.” 

881. “ Learned a Great Deal That is Useful.” —S. E. Leonard, 
109 Claremont St., Cleveland, 0., writes, Oct. 24th, 1898: 
“Enclosed please find answers to Question Paper No. 2, sub¬ 
ject, Steam and Steam Boilers. I think this is the best part of 
the studies, so far, and 1 am very much interested in it. I 
have learned a great deal that is useful to any engineer.” 


468 


882. “ The Best Remedy Heard of.”—From Elyria, 0., 

E. C. Loofbourrow has addressed us as follows : 

“ I have often felt myself to be at a great disadvantage 
because of my lack of a technical education, but was not so 
situated that I could attend a technical school, and it seems to 
me that your method of instruction and your School are the 
best remedy I have heard of for such cases as mine.” 

883. More Than Words Can Tell.—Charles V. Gambs, of 
the Lone Star Brewing Company, writes from 924 Avenue B, 
San Antonio, Texas, Oct. 11th, 1897 : “Your School has done 
more for me than words can tell, and although I have not 
finished my course yet, I already hold a position beyond my 
greatest expectations.” 

884. Source of Good Luck.— Under date of Sept. 8th, 1898, 

Herbert B. Brand, of Malone, N. Y., states : “ Allow me to 

say that I owe my good luck to your Schools. Since I have 
been taking your course of studies, I have received an advance 
of 34 cents per day, and an offer that if I would stay at my 
present position, of 25 cents per day more. If I had not taken 
your course I am quite sure that I would not have had this 
proposition offered me.” 

885. Promotion Secured.— Frank Hazard, of Mystic, Conn., 
May 30th, 1898, writes : “I have held a position as draftsman 
for the past year and a half which I could not have done before 
I took your course.” 

886. “ Instruction Exceedingly Beneficial.” —John E. Beit- 
ler, of 2130 Center Avenue, Pittsburg, Pa., writes, April 26th, 
1898: “I find that my course of instruction in mechanical 
drawing has been exceedingly beneficial to me in my work, 
and I cheerfully recommend your method of teaching to any 
one seeking self-advancement.” 

887. Knowledge Secures Advancement. —George J. Meyer, 
of 407 Florida Street, Milwaukee, Wis., wrote, March 13th, 
1898: “I have recently moved to Milwaukee, where I have 
secured a good position, and can say that the course has been 
the means of giving me knowledge which has secured my 
promotion.” 


469 


888. Glad Because of a Course Taken. —John Lloyd writes 
from 58 Dan a Street, Wilkes-Barre, Pa., Nov. 26th, 1897 : “ I hold 
the position of superintendent in the Eagle Iron Works of this 
city, and I am glad for having taken a course in your school, 
as the Instruction Papers have been of great assistance to me.” 

889. Instruction Thorough and Practical.—James D. Lynch, 
Chief Engineer, Power Station L of the Hestonville, Mantua, 
and Fairmount Passenger Railroad Co., writes from the office 
of general manager, 713 Drexel Building, Philadelphia, Pa., 
May 4tli, 1898 :—“ I enrolled as a student and selected the 
Complete Mechanical Course, and after nine months’ study I 
believe that I am competent to judge of the great benefits to be 
derived from your method of imparting knowledge. I can 
truthfully say that it is all that is claimed for it. The instruc¬ 
tion is thorough and practical, and is presented in such a man¬ 
ner that the student becomes interested in the work at once, 
and the farther I advance in the course the more I am pleased 
with it. And I wish to say that I have received the most 
careful and conscientious treatment when writing for further 
instructions upon any difficult question that would come up, 
and the instructions were put in such a plain manner that I 
found it very easy to work out the most difficult problems in 
mechanics. If I had a chance to have taken up this course 
of study fifteen years ago, I would have saved many dollars that 
I have spent in worthless books. Another feature is that it is 
not necessary for the student to memorize all the studies, as he 
always has his Bound Volumes of the full course to refer to at 
any time in the future. In conclusion I will say that any one 
who can read and write can, through your Schools, learn and 
fit himself for better positions at small cost, and without any 
loss of time from work.” 

890. Testimony of a Bright Boy of Fifteen. —The sub¬ 
joined letter is from Cassius Brady, a boy 15 years old, addressed 
to his uncle, D. L. Palmer, in the Training Department of The 
International Correspondence Schools. The letter is dated 
from W. Liberty, la., Oct. 8, 1898. 

“I am taking the Complete Mechanical Course and have 
been at work on it since the middle of last May. I have now 


470 


completed all the subjects in the course up to and including 
part of heat. I think the school is just great. When I started in, 
all the subjects that I understood, that are in this course, were 
arithmetic and a little algebra. Now, I understand arithmetic, 
algebra, logarithms, geometry and trigonometry, elementary 
mechanics, hydromechanics, pneumatics, and part of heat. 
The Instruction Papers are more easily understood than most 
teachers, and they are forty times plainer than any textbook I 
ever saw. I think that, taking into consideration that I am 
only 15, I have done pretty well to complete all the subjects 
named above in six months and understand them well.” 

891. “Developed Wonderful Reasoning Ability”. —Fred. 
Krainek, of Manitowoc, Wis., wrote, on Nov. 11th, 1897: 
“When I enrolled in the Complete Mechanical Course I knew 
almost nothing about the theory or the mathematics of the sub¬ 
jects taught, but in the time that I have been studying with 
you, I have developed wonderful reasoning ability in whatever 
work I have undertaken, whether mental or physical; in fact it 
has led me into a world of thought; it has increased my salary, 
and my work is now easier and more scientific.” 

892. “ Gratified Beyond Expression.” —Chas. A. Goyne, of 
Goyne Bros.’ Steam Mine Pump Works, Ashland, Pa., Aug. 
31st, 1898, writes: “I have not only witnessed the remarka¬ 
ble and rapid advancement made under your tuition by numer¬ 
ous young men in whom I am ordinarily interested, but am 
gratified beyond expression with the rapid advancement made 
by my own son, who is taking the Complete Mechanical Course. 
His work in mechanical drawing is already of such a quality as 
to warrant us in putting him into our drafting department.” 

893. Helped Him Become Master Mechanic.—Albin L. 

Johansson, Cambridgeport, Mass., Feb. 1,1898, writes : “ Hav¬ 
ing attended evening schools for about seven years, both here 
in America and in Europe, I find your method of teaching by 
far the most complete, right to the point, cheapest, and most 
convenient, to say nothing of your liberality and your unceas¬ 
ing patience and interest in the students. I now hold a 
responsible position as master mechanic, and gladly admit that 
I owe it to the School. I believe that if the people could only 


471 


be convinced of the real benefit that can be derived from your 
School, they would more generally take advantage of it.” 

894. Instruction of Incalculable Benefit. —From Miners- 
ville, Pa., on May 2d, 1898, Arthur Hopkins, Box 35, wrote : 
“As a carpenter and builder, the instruction I have already 
received in the Architectural Drawing Course is of incalculable 
benefit to me in estimating and drawing plans, as well as 
understanding them, and I am very sorry I did not enroll in 
your school long before I did.” 

895. “ Practical and Financial Benefit.” —Wm. A. McClure, 
Versailles Avenue, Cherry Lane, McKeesport, Pa., wrote on the 
same day : “Your method of teaching architectural drawing 
and designing is all that can be desired. What I have learned 
since I commenced has been of practical and financial benefit 
to me. In the last month I have drawn plans for two 
six-room houses, receiving $30.00 for the set. I am positive 
I can get more of the same work for larger buildings, after I 
finish my course. I find that if a person applies himself 
diligently and follows your instructions, he is sure to make 
satisfactory progress. The only thing I regret is that I did not 
enroll sooner.” 

896. “ Method of Teaching is Excellent and Simple.”—J. 
K. A. Biles, foreman carpenter, Allegheny County Workhouse, 
writing from Sharpsburg, Pa., May 9th, 1898, says : “I think 
your method of teaching is excellent and simple. Judging 
from my own experience, any person who will apply himself, 
can succeed ; in fact I find it becomes a real pleasure to study 
by this method; it quickens the perceptions and increases 
confidence by securing the knowledge through study. I find 
what drawing practice I have had in my studies, has assisted 
me immensely in drawing plans.” 

897. “Worth Many Times the Cost.” —George L. Kelly, of 
Barry, Ill., May 1st, 1898, states : “I have about finished the 
Complete Architectural Course, and the knowledge which I 
have received from your Instruction Papers is worth many 
times the cost of the scholarship. Every point is explained 
so thoroughly, and in such clear language, that I have had 
practically no trouble in understanding them. Your instruc- 


472 


tion has been of great benefit to me, both financially and 
intellectually.” 

898. Direct Benefit Derived. —M. S. Sutton, Box 421, of 
Vinton, la., May 5th, 1898, declares : “ Would not have missed 
taking what I have of the course for five times its cost. Have 
derived direct benefit from it. Have risen upon the foun¬ 
dation of these lessons from a “cub” at $1.25 per day to 
foreman for last two years at $2.50 per day over my compan¬ 
ions, from 6 to 10 men, who thought I was foolish for working 
at carpentering because they made no success at it. Was 
enabled, by this course, to intelligently bid on schoolhouse to be 
erected here, the building to cost about $26,000. I did not get the 
contract, but will superintend the work, being hired by the 
school board at good wages. This is something I have wished 
for and would never have had, had it not been for your admira¬ 
ble scheme, which enables me to use my time, a great amount 
of which would otherwise be wasted, to good advantage. ” 

899. Practical Knowledge of Building Gained. — W. C. 
Williamson, Merrickville, Ont., Can., wrote on May 7th, 1898 : 
“ During the past six months, while working as a carpenter in 
order to gain a practical knowledge of building, I found my 
knowledge of architectural drawing of great benefit. The 
course is one that could be pursued with great benefit by any 
one, whether connected with the building trades or not ” 

900. Proud of Our School. —Charles L. Frazar, Jr., of The 
Smith Granite Company, writing from 57 School St., Westerly, 
R. I., April 27th, 1898, testifies: “I am proud to say that I 
am a member of your school. The best investment I ever 
made was the money spent in the joining of yonr school, and 
taking the Architectural Drawing and Designing Course. A 
young man cannot spend his money better. Your Drawing 
Plates are what a young man needs in climbing the ladder of 
success, and cannot be praised too highly. ” 

901. Architectural Course Helpful. —Charles W. Clark, of 

239 Roxbury street, Keene, N. H., on April 22d, 1898, added 
his testimony : “ The Architectural Course which I have been 

pursuing has been helpful to me in giving me greater insight 


473 


in design and increased confidence in execution. Those who 
desire to know the theory of their trade and the best method 
of practicing it, ought to use their spare time in studying with 
you.” 

902. "Instruction of Untold Value.”— W. M. Ketchin, of 
A. J. Ketchin & Son, monumental workers and contractors in 
stone building, from Tariffville, Conn., wrote, April 30th, 1898 : 
“ I consider that through your instruction I have been enabled 
to procure a great deal of work, in both the monumental and 
building branches of my business, that would have gone to 
others (under bidders) had it not been that I could put my 
ideas on paper. Aside from the instruction in drawing, the 
instruction in mathematics has been of untold value to me. 
I received and retained more practical knowledge of arithmetic 
and geometry in three months than in all the time spent at 
common schools. Too much cannot be said of the care and 
patience with which you instruct your students.” 

903. A Brilliant Success Achieved. —On the 26th of Oct., 
1897, James MacCleery, mine boss, of East Barth, W. Va., 
wrote: “I made a connection last week which shows how 
The International Correspondence Schools can teach surveying. 
I started two entries, one at each side of a mountain, and made 
the connection so well that it is impossible for any person, 
except the workmen, to find out where the entries met. 
Although I have done the surveying since I came to this mine, 
the company thought no one could do such a job except a 
professional mining engineer, but I said I could make the con¬ 
nection to six inches, and I certainly made a brilliant success. 
Everything I know of surveying was learned through The 
Correspondence School of Mines. I am thankful I took the 
Surveying and Mapping Course, and although I have not com¬ 
pleted it, I have learned some things which are worth hun¬ 
dreds of dollars to me.” 

904. Success All Due to Our Schools. — C. B. Ross, 
inspector of mines, Greensburg, Pa., wrote, March 30th, 1898 : 
“ In my official capacity, I meet men every day ; men who, a 
few short years ago, toiled with their hands at mining coal—who 
owe their present positions as foremen and superintendents, 


474 


the esteem of the respective communities in which they reside 
—in short, their success in the business, social, and intellectual 
world, all to your Schools.” 

905. Attributes Success Entirely to Us.—Jos. Watson, 
of Baldwin, Gunnison Co., Col., writes in these significant 
terms : “I have completed the Complete Coal Mining Course, 
and it has been of the greatest benefit. When I commenced 
to study I was working as a coal miner, but before I was half 
through was promoted to the position of foreman and have 
been mine superintendent for this company two years. I 
attribute my success entirely to knowledge attained through 
your School.” 

906. Started From the Bottom. — Sydney A. Clemence, 
Box 158, Gallitzen, Pa., writes as follows: “In writing 
you can inform all concerned that I obtained a 98-per-cent, 
certificate of competency for mine boss since enrolling in your 
school, and also when I enrolled I could scarcely read and 
write ; and now I have full charge of a shaft mine here, employ¬ 
ing 225 coal miners. These men are all mining coal under me.” 

907. Best Investment Ever Made. —Jas. Parton, mine 
foreman, Catsburgh Mine, Monongahela, Pa., wrote July 19th, 
1898: “The instruction received from your school has been, 
and is, of the greatest benefit to me. The complete manner 
in which you instructed enabled me to pass an examination 
and gain your Diploma for a Complete Mining Course, and also 
an examination for mine foreman for the State of Pennsylvania, 
with a good percentage for a first-grade certificate of compe¬ 
tency, also to gain a good position and be able to hold it. I 
consider your course the best investment that I ever made, as 
it brings in the best percentage for so small an outlay, and am 
sorry that I did not make the investment at the age of 20 
instead of 40, but am fully convinced that no matter what the 
age of the student is, if he fails it is not your fault, for the 
instructions and the assistance given could not be more com¬ 
plete.” 

908. Gives the School All the Credit. —Harry Semmons, 
329 Spruce St., Shamokin, Pa., June 27th, 1898, states: “I 
write to let you know of my successful examination, passed at 


475 


Pottsville on the 18th, for mine foreman. I give the School 
all credit for the same.” 

909. Does More Than It Advertises. —V. I. Willis, Good 

Hope, Ill., declares : “ School does more than it advertises. 

I secured a situation with a large manufacturer on the merits 
of my grades before completing my course. I have found from 
experience that the technical education which you give thor¬ 
oughly familiarizes one with his trade. The course in steam 
engineering is of great value to any engineer. At a small cost 
of time and money one can obtain complete technical knowl¬ 
edge of a trade.” 

910. Less Manual Work and More Salary. —H. E. Savage, 
162 W. 27th Street, New York, wrote, Feb. 1, 1897 : “ I do not 
know how much I can trace to the School, but I do know that 
I have to do less work with my hands now and get more salary 
than I did two years ago, before I began my studies. I think I 
have received as much attention at your hands as if I were 
the only student, and sometimes think I received too much. 
The cost, considering the amount of knowledge one gets, is 
comparatively nothing, and can be afforded by almost any one.” 

911. From Fireman to Chief Engineer. —Adam Hess, 326 
Elm street, South Bethlehem, Pa., Oct. 11th, 1897, testifies : 
“The course I am now taking has helped me from the fire- 
room to be, in three years, chief engineer in the Lehigh Valley 
Cold Storage Co.” 

912. Passed Examination and Secured License. —Robert 
W. Cumming, Sparta, Ill., May 19,1896, writes: “It is with no 
little pride I write to inform you that I have just passed an 
examination and secured a license, thanks to your instruction. 
When I started with you I knew nothing of arithmetic beyond 
the four fundamental rules, and in little more than three 
months I had finished arithmetic and mensuration, and the 
use of letters in algebraic formulas. After getting that far, I 
started to prepare for this examination ; I worked hard, and 
when I w r ent before the examiners, passed with ease. While 
at Decatur, at the examinations, I met quite a number of your 
students ; they are all like myself—having nothing but praise 
for the School.” 


476 


913. Can Pass Any Engineers’ Examination. —Hugh E. 
Owens, Bedford, Ind., Feb. 7, 1897, writes: “I think The 
International Correspondence system is the greatest institu¬ 
tion in the United States for the laboring class of people with 
limited education. Your method of instruction is perfect. I 
find the answers to the Question Papers are carefully examined 
and corrected, and when writing for information, have always 
received a prompt reply. 1 am satisfied that I can pass the 
examination of any city or state for an engineer’s license.” 

914. Our Success in Teaching Drawing.— J. H. Tipton, 
Murray, Utah, Feb. 5, 1897, writes: “I am well satisfied wdth 
my course in The International Correspondence Schools and 
with the methods. I have a number of books upon electrical 
science, but I find, for plainness and practical information, 
that the Instruction Papers are far ahead of any or all of them, 
and with the knowledge I now have, I would much prefer 
your Instruction Papers to a small library upon similar sub¬ 
jects. I do not hesitate to recommend your Schools to any 
one who desires instruction. All a student needs is a little 
stick-at-it-ive-ness. The professor of mechanical drawing in 
our State University allowed me 95 per cent, in a two-years’ 
course in mechanical drawing, after examining the work I had 
done in your School.” 

915. Machinist Becomes Draftsman. —Alonzo Blank writes 
from Philadelphia, Feb. 3d, 1897 : “Before enrolling in your 
School I had never handled, or known how to use, a drawing 
pen, but the Instruction Papers sent me were so explicit, and the 
system so thorough, that, with careful study, drawing seemed 
to come natural. I succeeded so well that, after several 
months’ practice, I quit tending a machine in a machine shop 
and was able to secure a position as draftsman with a reliable 
firm, where I am still employed. During the whole period of 
study, I found no interest lacking on the part of my teachers. 
No question gave them too much trouble to explain, and 
their answers were as prompt, one year after I paid my 
tuition, as before. I cannot speak too highly of the School. I 
think the method of instruction is perfect, and no one, how¬ 
ever dull, who wishes to improve himself, need fear to invest 


477 


the price of a scholarship, for with diligent labor he is bound 
to succeed.” 

916. Fitted for Actual Work in a Drafting Room. —Henry 
G. Stoner, Hartford, Conn., Feb. 15th, 1897, writes: “I find 
your marking on lessons sent in for correction is very close ; 
nothing is inferred, but all must have a clear meaning before 
it will pass your approval. After I had completed the first 
eighteen or twenty drawing plates under your instruction I 
obtained a position in a drafting room, not as an apprentice 
but in actual business drawings. I know I could not have 
done such work had it not been for your School, as I was 
entirely ignorant of drawing when I began. Practical, busi¬ 
nesslike education is what is needed by the people, and your 
School has done more in this direction for the benefit of 
mechanics than any other I can name.” 

917. Our Course of Electricity Most Warmly Endorsed.— 

J. S. Myers, of Oil City Boiler Works, writes from 228 Seneca 
St., Oil City, Pa., December 12tli, 1897: “I enrolled in the 
Mechanical Electrical Course, and before completing mechan¬ 
ical drawing obtained a position in a drawing room by simply 
showing my work in the Schools.” 

918. “ A Pleasure Rather Than a Task.” —C. A. Calvert, 

superintendent of The Geo. L. Squier Manufacturing Co., 
writing from 50 California St., Buffalo, N. Y., May 10th, 1898, 
testifies : “ It is now nearly three years since I joined the 

School, and the time devoted to study has been considerable, 
but the hours so spent have been a pleasure rather than a task. 
Your instructors are very painstaking in their efforts to have 
the student obtain a clear understanding in the different 
branches.” 

919. Fully Satisfied With Our Method of Instruction.— 
Romeo Tagliabue, of the D. A. Tomkins Co., engineers and 
contractors, Charlotte, N. C., May 16th, 1898, declares: “I 
am fully satisfied with your method of instruction, and as a 
result of it I have engaged again for the Complete Architec¬ 
tural Scholarship. I have found employment with one of the 
best known mills and machinery manufacturers in the South, 


478 


and, considering that I am but an apprentice in this line, I 
am quite pleased with my position and I have prospect of 
advancement in the near future.” 

920. A Story of Rapid Advancement.— Under date of July 
1st, 1898, W. C. Burbee, of West Gardner, Mass., writes: “I 
would not take $500.00 for what the School has done for me. 
Before I enrolled in your School I could take nothing but a 
special license under the laws of Massachusetts, but I now 
have a second-class license and have been a first-class assistant 
for over a year. I am now assistant engineer for the Gardner 
Electric Light Co., 53 Park street.” 

921. Benefits Derived Under Our Direction. — Jesse G. 
Tunnicliffe, 828 McAllister St., San Francisco, Cal., May 18th, 
1898, wrote: “The benefit derived from knowledge acquired 
in mathematics, and especially mechanical drawing, under 
your direction, has been a great help to me. Having worked 
practically with machinery all my life, the above was what I 
was most in need of.” 

922. Our Merits Warrant Recommendation. — Harry C. 
Tyler, of 133 E. Erie Ave., Corning, N. Y., June 29th, states : 
“ My work as consulting engineer to the State of Massachusetts 
and to the State of New York, together with other business of 
the same sort, has lately kept me so busy that I am somewhat 
run down ; but the work keeps increasing. My prime object 
in taking up your course was to make an examination of it in 
order to determine whether I could recommend it. I have 
made a fair examination, and think your courses extremely 
good. I am in a position to give you a pupil now and then, 
and recommend you on your own merits, which are sufficient 
to warrant recommendation. ” 

923. “Thorough, Concise, and Practical.” —An architect, 
W. F. Bross, of Olyphant, Pennsylvania, writes: “ It is with 
pleasure that I recommend your School to any honest seeker 
after knowledge, as being most thorough, concise, and prac¬ 
tical, and proving beyond a doubt that instruction by corre¬ 
spondence is a success. After a term of two and a half years, I 
am so well pleased with the School and its management that 


479 


I propose to stay with yon by taking up other branches when 
those in hand have been completed.” 

924. Course of the Greatest Benefit. —An architectural 
draftsman, D. C. Barbot, of Charleston, South Carolina, writes : 
“I desire to state that my course has been of the great¬ 
est benefit to me, the studies being very concise and to the 
point. ‘Any person who will study can learn,’ I have 
found by experience, and also that any person who can study 
can be taught, as your Instruction Books are teachers in them¬ 
selves. They seem to point out and make clear all the diffi¬ 
culties that generally arise to make one down-hearted in his 
studies. I hope the pamphlet on ‘ Advice to Our Students on 
How to Study ’ has been distributed freely among the mem¬ 
bers of the School, as it is like oil poured on troubled waters. 
Considering the low price of your scholarships, I think that 
persons who allow such a chance to slip by them have cer¬ 
tainly missed half their lives.” 

925. Our Architectural Drawing Course. —A master builder, 
E. Willis, of South Paris, Maine, writes: “I have been a 
master builder and contractor during the last forty years, and 
in justice to The International Correspondence Schools, of 
Scranton, Pa., must say I have never found any source of 
information so well adapted to assist me in my business, as is 
offered by that School, and now, at 65 years of age, am taking 
a course in Architectural Drawing. I find no serious trouble 
in study, but rather am surprised that I learn about as easily 
as ever. I would recommend some one of the courses of study 
to every aspiring mechanic.” 

926. “Teaching Thoroughly Practical.” —A contractor, 
Arthur G. Dole, of Hudson, Indiana, writes: “I find your 
method of teaching thoroughly practical, and would advise all 
young men who are striving to increase their knowledge of 
architecture to join us at once.” 

927. Entirely Satisfied. —A superintendent of construction, 
Chas. M. Gibbs, of Savannah, Georgia, writes: “After five 
months’ study in your Complete Architectural Course, I take 
pleasure in expressing my entire satisfaction. Your Instruc- 


480 


tion Papers are concise, thorough and easily understood by any 
one who wishes to learn. Your Drawing Plates are all that 
could be desired.’’ 

928. A Carpenter’s View. —A carpenter, J. J. Wollett, of 
Jefferson, Wisconsin, says : “I cannot say too much in favor 
of your method of teaching, as it is thoroughly practical and 
complete. I am particularly pleased with the careful exami¬ 
nation and correction my answer papers and drawing plates 
have so far received, and think I will be able to start in an 
office as architect as soon as I have completed my course.” 

929. “Studies More of a Pleasure Than a Labor.”—A 
cabinetmaker, R. L. Riedel, of New Orleans, Louisiana, 
writes: “I can, with pleasure and honesty, recommend The 
International Correspondence Schools as the most reliable and 
practical institution of the kind. I have found my studies 
more of a pleasure than a labor. My course has virtually cost 
me nothing, as it has been paid for with money that would 
have been spent otherwise. I advise every man who is 
desirous of advancement to enroll as early as possible in the 
Schools.” 

930. “Best System for Home Study.” —A woodworker, 
Michael J. Lyons, of Providence, Rhode Island, writes : “After 
six months’ study in your School, I am pleased to be able to 
recommend it as the best system for home study I have ever 
tried. I have attended the evening schools of Providence for 
the past four years, and I have also taken a course in mechan¬ 
ical drawing at the Young Men’s Christian Association, and, 
judging from results thus far, I think I shall be able to acquire 
more knowledge in half the time with you.” 

93 I. “Always Ready to Help a Student Out of Difficulty.”— 
A hardwood finisher, John T. Pfeifer, of Quincy, Illinois, 
writes : “I have found that your School is all that you claim 
for it. Your method of teaching is simple, comprehensive, 
and thorough, and your teachers are efficient and always ready 
to help a student out of difficulty. I think so well of your 
School that I intend to take another course in about one month 
from now. The only thing I regret is that I had no oppor¬ 
tunity to take a course a few years sooner.” 


481 


932. “ In Every Respect Complete.”— A draftsman, Wm. 
L. Goeltz, of Astoria, Long Island, writes: “Your Architect¬ 
ural Course is in every respect complete, and at the same time 
concise and practical. It has been of practical service to me, 
and I recommend it for beginners as well as for advanced 
architectural draftsmen.” 

933. “ A Source of Enjoyment and Profit.” —A stone cutter, 
John O’Rourke, of St. Louis, Missouri, writes : “I am glad to 
be enrolled in a school which does not hinder me from earning 
while pursuing my studies. The course so far has been a source 
of enjoyment and profit to me, and also a means of keeping me 
from vice and folly.” 

934. A Grand Opportunity. —A bricklayer, S. Bert. Hen- 
shaw, Jr., of Alexandria, Indiana, writes: “ I cannot express 
my gratitude for the good you have done me. No person in 
the building trades who wishes to prepare himself for pro¬ 
motion can afford to miss this opportunity.” 

935. “The Right Kind of a School.” — A plasterer, C. 
J. Brightly, of Chicago, Ill., writes: “I have attended day 
and night schools in this city, but did not learn anything 
worth mentioning until I joined your School. It is just the 
right kind of a school for a person who has any ambition to 
improve his education. I am astonished at my progress.” 

936. “ Worth Many Times What it Cost Me.” —A slate 
roofer, Frank Laidlaw, of Elkhart, Indiana, writes: “lean 
cheerfully recommend your School to any one wishing an 
education, and think it is much better than to attend evening 
classes or study textbooks. As for myself, I have been greatly 
benefited, and when I get my course completed it will be worth 
many times what it cost me.” 

937. Greatly Pleased With Our Methods. —A tin and sheet- 
iron worker, E. Gunther, of Baltimore, Maryland, writes: 
“ I am pleased to say that the instruction given is thoroughly 
practical and in every way complete. I would recommend your 
Schools to any one wishing to educate himself. I have been 
greatly pleased with your careful examination and correction 

of work, and have always been enlightened by the information 
16 


482 


I received on problems which, after a fair and hard trial, I had 
been unable to solve.” 

938. A Good Piece of Advice. —A lumber dealer and con¬ 
tractor, G. N. Anthony, of Corning, Iowa, writes: “I am 
so well pleased with the School that I could not in words 
express the great benefit it has been to me. I would not for 
one hundred times the price of the Scholarship give up my 
studies or lay them aside, and advise every laboring man, no 
matter what his trade may be, to take a scholarship in this 
School, as our country has never before produced so favorable 
an opportunity for the busy man as The International Corre¬ 
spondence Schools now provide. I like the method and the 
prompt attention the School has given me.” 

939. A Great Convenience. — A planing-mill employee, 
Charles W. Johann, of Evansville, Indiana, writes : “I advise 
every man who has a little time to spare to take a course in 
your School, as he could not spend that little time to better 
advantage. The nice part of it all is that you have your school 
to yourself at home, and can study when and where you 
please.” 

940. Great Benefit Derived. —A mill clerk, William Ende- 
brock, of Trenton, New Jersey, writes: “I take pleasure in 
testifying to the merits of your School. Although I have been 
studying for only one winter I feel that I have already derived 
enough benefit to repay me for the time spent in study under 
your instructions. When my course of study is finished I 
expect to have received as full a knowledge as I would have 
obtained by going to a college, and that without losing any time 
from my work.” 

941. Thoroughly Satisfied With Our Instruction. — A 
secretary of a lumber company, T. D. Whitney, of Oakland, 
California, w r rites : “ I am thoroughly satisfied with your course 
of instruction, and while my progress has been slow, am con¬ 
vinced that it was only on account of the limited and irregular 
time I was able to devote to study, and that you have so far 
fully performed your agreement. I gladly recommend to any 
one who has self-improvement in view a course of instruction 
with you.” 


483 


942. Likes Our Method. — A furniture company official, 

L. I. Sweat, of Richford, Vermont, writes : “ I like the studies 

and your method of teaching them very much.” 

943. A Splendid Opportunity for Young Men. —A carriage 
maker, A. Howald, of Columbus, Ohio, writes : “The Schools 
offer a splendid opportunity for any one to acquire an educa¬ 
tion or profession, or to perfect himself in any of the building 
trades. I would especially recommend it to all young men who 
have a few leisure hours daily, as there is not a more profitable 
way to spend the long winter evenings than to take a course. 
I regret that I did not know of the existence of the School 
sooner.” 

944. Appreciates the Care Exercised in Correcting His 
Work. —A student, John R. Stanton, of Stonington, Connecti¬ 
cut, writes: “I appreciate very much the care which you 
exercise in correcting my work. If you deal with every one as 
you do with me you must have accomplished much good by 
your method of teaching. The price of the scholarship is not 
to be compared with the inestimable benefits derived from the 
studies.” 

945. “Everything as Represented.” —A salesman, A. B. 
Jefferies, of New York City, writes: “So far I have found 
everything as represented, and can only speak in terms of the 
highest praise. I feel gratified to think I have made such 
progress in so short a time. Your system is so simple, and yet 
so thorough. I was greatly pleased with my visit to your School 
this summer, and surprised to see the immense scale upon 
which it is carried on. I am only too pleased to refer your 
School to persons in my vicinity.” 

946. What These Testimonials Teach. —With these testi¬ 
monials—a few out of the thousands which fill our archives to 
repletion—we close the presentation of our claims. We have 
set forth our case, laid bare our records, established our pur¬ 
poses. No purpose could, we would fain believe, surpass, in 
elevation and nobility of character, that of the uplifting of the 
masses by education and enlightenment. 

Unseen by any one on land, a mighty river of genial warmth 
flows through the ocean. It crosses the broad Atlantic and 


484 


bathes the shores of Britain. But for its present* and almost 
unrecognized warmth, Great Britain would be as cold and 
barren as Alaska. With it, she is fertile, populous, wealth)', 
mistress of the seas, and will soon be, let us trust, in such 
harmony with the United States that together we may stand 
for righteousness and all that makes for the good of humanity 
all over the world. Yet, change the course of the Gulf Stream, 
and grand old England would inevitably decline to insignificant 
barrenness. So, too, souls bathed in the stream of the gracious 
influence of God-given knowledgeare endowed with fresh power, 
and possessed of mightier energies, and more honored, both 
on earth and in heaven, than those self-confident, self-seeking 
spirits who swerve from the first duty of creature to Creator, 
the unfolding, by education, of the Divine Image, the likeness 
in which man has been made. To the people we appeal to 
uplift themselves. We would evoke in them the spirit of self- 
sacrifice. It is the best, truest, noblest, holiest spirit on earth. 
It moves onward because it moves upward. It is the God-like 
spirit, and we dare not ask them to seek a lower ideal. It is 
the spirit of heroism, overcoming difficulties and defying 
dangers. It is the spirit and bond of peace, making of all 
human kind one happy, blissful family, with one God, Father of 
all, realizing and perpetuating the ideal so tenderly and 
touchingly outlined : 

Kissed by sunshine, dewand shower, 

Leaping rill and living sod, 

Sea and mountain, tree and liower, 

Turn their faces up to God ; 

And one human Brotherhood, 

Rulsing through a thousand lands, 

Reaches for one common good 
With its million million hands. 

Through all warring seas of life 
One vast current sunward rolls. 

And within all outward strife 
One eternal Right controls,— 

Right, at whose divine command 
Slaves go free and tyrants fall, 

In the might of those who stand 
All for one and one for all. 





APPENDIX. 



The Correspondence School of Bookkeeping and Stenography. 


APPENDIX A 


Complete 

Commercial 

Scholarship. 


Bookkeeping 

and 

Business- 

Forms 

Scholarship. 


Complete 
Stenographic 
j Scholarship. 


Preparatory f 

Division. ( 

Intermediate 
Division. ) 


Advanced 

Division. 


Technical 

Division. 


Preparatory I 

Division. I 

Intermediate I 

Division. ( 

Advanced f 

Division. I 

Technical ! 

Division. 


Preparatory f 

Division. | 

Intermediate j 

Division. | 

Advanced ( 

Division. | 

Technical I 

Division. | 

489 


Arithmetic. 

Spelling. 

Penmanship. 

Grammar. 

Letter Writing. 
Single-Entry 
Bookkeeping. 

Double-Entry 
Bookkeeping. 
Opening, Closing, 

and Changing Books. 
Stenography. 

Arithmetic. 


Penmanship. 

Single-Entry 

Bookkeeping. 

Double-Entry 
Bookkeeping. 
Opening, Closing, and 
Changing Books. 

Spelling. 

Penmanship. 

Grammar. 

Letter Writing. 


Stenography. 















The Correspondence School of Steam Engineering. 


490 


Stationary- 

Engineers’ 

Scholarship. 


-J Marine- 
Engineers’ 
Scholarship. 


Locomotive- 

Engineers’ 

Scholarship. 


i 



Preparatory 

Division. 

Intermediate 

Division. 

Advanced 

Division. 

j 

i 

Drawing 

Division. 


Technical 

Division. 


Preparatory 

Division. 

Intermediate 

Division. 

Advanced 

Division. 

j 

i 

Drawing 

Division. 


Technical 

Division. 


Preparatory 

Division. 

Intermediate 

Division. 

Advanced 

Division. 

Drawing 

Division. 

Technical 

Division. 


Arithmetic 


J Formulas. 

( Mensuration. 

-J Mechanics. 

( Geometrical Drawing. 

- Mechanical Drawing 
( (Stationary Division). 


Steam and Steam Engines 
(Stationary Division). 
Steam Boilers 

(Stationary Division). 
Dynamos and Motors. 


J 

l 


Arithmetic. 


f Formulas. 

( Mensuration. 

' Mechanics. 

I 



f Geometrical Drawing. 

Mechanical Drawing 
( (Marine Division). 

Steam and Steam Boilers 
(Maiine Division). 

- Steam Engines 

(Marine Division). 

[ Dynamos and Motors. 


i Arithmetic. 

I 

« 

j Formulas. 

( Mensuration. 

j Mechanics. 

( Geometrical Drawing. 

Mechanical Drawing 
( (Locomotive Division). 

( Steam and Steam Engines. 

Locomotives. 

( Dynamos and Motors. 
















The Correspondence School of Steam Engineering.—Continued. 


491 


Traction- 

Engineers’ 

Scholarship. 


Refrigera¬ 

tion 

■j Scholarship. 


Gas- 

Engineers’ 

Scholarship. 


Preparatory 

Division. 

Intermediate 

Division. 

Advanced 

i Division 

i 

Drawing 

Division. 

Technical 

Division. 

r Preparatory 
Division. 

Intermediate 

Division. 

i 

Advanced 

Division. 

Drawing 

Division, 

Technical 

Division. 

r Preparatory 
Division. 

Interme iate 
Division. 


) 

Advanced 

Division. 


Drawing 

Division. 

Technical 

Division. 

f 


f 

l 

f 

l 

/ 

i 

{ 

1 


f 

i 


I 

I 


l 

f 

l 


{ 


Arithmetic. 

Formulas. 

Mensuration. 

Mechanics. 

Geometrical Drawing. 
Mechanical Drawing. 
(Stationary Division). 

Traction and PortableEngines. 
Traction and 

Portable Machinery. 

Arithmetic. 

Mensuration. 

Elementary Algebra and 

Trigonometric Functions. 
Logarithms. 

Elementary Mechanics. 
Pneumatics. 

Heat. 

Geometrical Drawing. 
Mechanical Drawing 

(Stationary Division). 

Ice-Making and Refrigerating 
Machinery. 

Arithmetic. 

Mensuration. 

Elementary Algebra and 

Trigonometric Functions. 
Logarithms. 

Elementary Mechanics. 
Pneumatics, Gas, 
and Petroleum. 

Heat. 

Geometrical Drawing. 
Mechanical Drawing 
(Stationary Division) 

Gas, Gasoline, and Oil Engines. 
















The Correspondence School of Civil Engineering. 


492 


ClVIL- 

-j Engineering 
Scholarship. 


Preparatory 

Division. 

Intermediate 

Division. 

Advanced 

Division. 


Drawing 

Division. 


i 

I 


Technical 

Division. 


f 

l 


Arithmetic. 


{ Algebra. 

Logarithms. 

Geometry and Trigonometry. 

Elementary Mechanics. 

Hydromechanics. 

Pneumatics. 

Heat. 

{ Geometrical Drawing. 
Mechanical Drawing 
(Bridge Division). 


Natural-Science Section: 
Descriptive Astronomy. 
Elementary Chemistry. 
Economic Geology of Coal. 
Economic Geology of Metals. 
Blowpiping. 

Mineralogy. 

Bridge Section: 

Elementary Graphical Statics. 
Strength of Materials. 

Analysis of Stresses. 
Proportioning the Material. 
Details of Construction. 
Details, Bills, and Estimates. 

Steam-Engineering Section : 
Steam and Steam Engines. 
Steam Boilers. 

Locomotives. 

Railroad Section ; 

Surveying. 

Land Surveying. 

Mapping. 

Railroad Location. 

Railroad Construction. 

Track Work. 

Railroad Structures. 


Municipal Section: 
Drainage. 

Sewerage. 

Streets and Highways. 
Paving. 

Hydraulic Section: 
Waterwheels. 
Hydraulic Machinery. 














The Correspondence School of Civil Engineering.—Continued. 


493 

Water Supply and Distribu¬ 
tion. 

Irrigation. 

Electrical Section : 

Dynamos and Motors. 

Electric Lighting. 

. Electric Railways. 


Preparatory 

Division. 

Intermediate 

Division. 


Bridge- 

Engineering 

Scholarship. 


Advanced 

Division. 

Drawing 

Division. 


Technical 

Division. 


i 

i 


Preparatory 

Division. 


Surveying 

and 

Mapping 

Scholarship. 


Intermediate 

Division. 

i Drawing 

Division. 

Technical 

Division. 


( Arithmetic. 

I Algebra. 

- Logarithms. 

{ Geometry and Trigonometry. 

| Elementary Mechanics. 

■, Hydromechanics. 

( Pneumatics. 

| Geometrical Drawing. 

Mechanical Drawing 
( (Bridge Division). 

Elementary Graphical Statics. 
Strength of Materials. 

Analysis of Stresses. 
Proportioning the Materials. 
Details of Construction. 
Details, Bills, and Estimates. 

J Arithmetic. 

| Formulas. 

Geometry and Trigonometry. 

( Logarithms. 

j Geometrical Drawing. 

| Surveying. 

- Land Surveying. 

( Mapping. 


Railroad- 

Engineering 

Scholarship. 


Preparatory 

Division. 

Intermediate 

Division. 

) 

Advanced 

Division. 


Drawing 

Division. 


1 Arithmetic. 

( Algebra. 

- Logarithms. 

( Geometry and Trigonometry. 

( Elementary Mechanics. 

- Hydromechanics. 

( Pneumatics. 

/ Geometrical Drawing. 

J Mechanical Drawing 
I (Bridge Division). 



















Correspondence School of Civil Engineering.—Continued. 


494 


Technical 

Division. 


Preparatory 

Division. 

Intermediate 

Division. 

Advanced 

Division. 


Hydraulic 

Engineering 

Scholarship. 


i 


Municipal 

Engineering 

Scholarship. 


Drawing 

Division. 


Technical 

Division. 


[ Preparatory 
Division. 

Intermediate 
I Division. 

Advanced 

Division. 

i Drawing 

Division. 


<L> 

X! 

h 


Technical 

Division. 


f Strength of Materials. 
Surveying. 

Land Surveying, 
j Mapping. 

| Railroad Location. 

Railroad Construction. 

| Track Work. 

I Railroad Structures. 
f 

( Arithmetic. 

( Algebra. 

Logarithms. 

. Geometry and Trigonometry, 
i Elementary Mechanics. 

Hydraulics. 

( Pneumatics. 

( Geometrical Drawing. 

Mechanical Drawing 
{ (Hydraulic Division). 

I Strength of Materials. 
Surveying. 

Surveying and Mapping. 
Steam and Steam Engines. 
Steam Boilers. 

1 Waterwheels. 

Hydraulic Machinery. 

Water Supply 

and Distribution. 

1 Irrigation. 

1 Arithmetic. 

I 

[ Algebra. 

- Logarithms. 

( Geometry and Trigonometry. 

| Elementary Mechanics. 

Hydromechanics. 

( Pneumatics. 

< Geometrical Drawing. 

Mechanical Drawing 
( (Municipal Division). 

| Strength of Materials. 
Surveying. 

Land Surveying, 
i Mapping. 

Drainage. 

Sewerage. 

Streets and Highways. 

_ Paving. 



















The Correspondence School of Electricity. 


495 


ELECTRICAL- 

Engineering 

Scholarship. 


i 

) 


Preparatory 

Division. 

Intermediate 

Division. 


Advanced 

Division. 


Drawing 

Division. 


1 


Technical 

Division. 


Arithmetic. 

Algebra. 

Logarithms. 

Geometry and Trigonometry. 

Elementary Mechanics. 
Hydromechanics. 

Pneumatics. 

Heat. 

Geometrical Drawing. 
Mechanical Drawing 

(Mechanical Division). 

Mechanical Section: 

Steam and Steam Engines. 
Strength of Materials. 

Applied Mechanics. 

Steam Boilers. 

Machine Design. 

Electrical Section: 

Principles of Electricity 
and Magnetism. 

Electrical Measurements. 
Batteries. 

Applied Electricity. 

Power Transmission. 

Electric Railways. 

Electric Lighting. 

Design of Continuous-Cur¬ 
rent Dynamos and Motors. 
Principles of 

Alternating Currents. 
Design of Alternating- 
Current Apparatus. 


Electrical 

Scholarship. 


Preparatory 

Division. 

Intermediate 

Division. 


J Arithmetic. 

\ 

f Mensuration. 

J Elementary Algebra and 
j Trigonometric Functions. 


Advanced 

Division. 


f 

( 


Elementary Mechanics. 


Drawing 

Division. 


{ Geometrical Drawing. 
Mechanical Drawing 
(Electrical Division). 


















The Correspondence School of Electricity.—Continued. 


496 


Electric- 
Power and 
Lighting 
Scholarship. 


Electric- 

Lighting 

Scholarship. 


Electric- 

Railway 

Scholarship. 


Electric- 

Mining 

Scholarship. 


Technical 

Division. 


Preparatory 

Division. 

Intermediate 

Division. 

Advanced 

Division. 

Drawing 

Division. 

Technical 

Division. 

Preparatory 

Division. 

Intermediate 

Division. 

Advanced 

Division. 

Technical 

Division. 

Preparatory 

Division. 

Intermediate 

Division. 

Advanced 

Division. 

Technical 

Division. 

Preparatory 

Division. 

Intermediate 

Division. 


Technical 

Division. 


Electricity and Magnetism. 
Electrical Measurements. 
Batteries. 

Applied Electricity. 

| Power Transmission. 

Electric Railways. 

Electric Lighting. 

Design of Dynamosand Motors. 

( 

| Arithmetic. 

( Formulas, 

I Mensuration, 
f 

I Mechanics. 

| Geometrical Drawing. 

'j Mechanical Drawing 
' (Electrical Division). 

( Dynamos and Motors. 

. Electric Lighting. 

‘ Electric Railways. 

j Arithmetic. 

J Formulas. 

I Mensuration. 

v Mechanics. 

J Dynamos and Motors. 

I Electric Lighting. 

I 

1 Arithmetic. 

I Formulas. 

< 

\ Mensuration. 

I 

i Mechanics. 

1 Dynamos and Motors. 

( Electric Railways. 

| Arithmetic. 

) Formulas. 

( Mensuration. 

Dynamos and Motors. 

Electric Hoisting and 
Haulage. 

Electric Pumping, Signaling, 
and Lighting. 

Electric Coal-Cutting 
Machinery. 















497 


Preparatory 

Division. 


v 

3 

G 

• H 
+-» 

G 

O 

O 




o 


o 

<u 


w 


Telegraphy 

Scholarship. 


o 

o 

X 

o 

CO 


Telephony 

Scholarship. 


v 

u 

G 

u 

T3 

G 

O 

CL 

w 

<u 

u 

Ih 

o 

o 


Electro¬ 

therapeutics 

Scholarship. 


ID 

x 


h 


Wiring and 

Bellwork 

Scholarship. 


Intermediate 

Division. 

I 

Advanced 

Division. 

Technical 

Division. 

' Preparatory 
Division. 

Intermediate 

Division. 

Advanced 

Division. 


Technical 

Division. 


Technical 

Division. 

Preparatory 

Division. 

Intermediate 

Division. 

Advanced 

Division. 


I Arithmetic. 

| Mensuration. 

- Elementary Algebra and 
( Trigonometric Functions. 

| Elementary Mechanics. 

Principles of Electricity and 
Magnetism. 

Electrical Measurements. 
Batteries. 

Telegraphy. 

^ Arithmetic. 

| Mensuration. 

Elementary Algebra and 
| Trigonometric Functions. 

Elementary Mechanics. 

Principles of Electricity and 
Magnetism. 

■< Electrical Measurements. 
Batteries. 

Telephony. 

Electrophysics. 
Electrophysiology. 
Electrodiagnosis. 
Electrotherapeutics, General 
and Special. 

j Arithmetic. 

( Formulas. 

| Mensuration, 
f Electric-Light Wiring and 
( Bellwork. 


<L> 

O 

G 

<D 

-T) 

G 

o 

CL 

CO 

<U 

U 

w 


txD 

O 

fcdO 

d 

<L> 

Cb 


O 


o 

O o 
o 

<D n 

H co 


Pedagogics 


of English 

Technical 

Branches 

Division. 

Scholarship. 



Pedagogics of 
Arithmetic. 

Pedagogics of Grammar. 
Pedagogics of Geography. 
Pedagogics of U. S. 
History. 

Pedagogics of Civics. 
Pedagogics of 
Orthography. 
Pedagogics of Rhetoric. 






















The Correspondence School of Plumbing, Heating, and Ventilation. 


Sanitary- 

Plumbing, 

Heating, 

and 

Ventilation 

Scholarship. 


Sanitary- 

Plumbing 

and 

Gas-Fitting 
Scholarship. 


Sanitary- 

Plumbing 

Scholarship. 




498 

Preparatory 

Division. 

Intermediate 

Division. 

Advanced 

Division. 

Drawing 

Division. 


i 

i 


Technical 

Division. 


Preparatory 

Division. 

Intermediate 

Division. 

Advanced 

Division. 

Drawing 

Division. 


Technical 

Division. 

Preparatory 

Division. 

Intermediate 

Division. 

Advanced 

Division. 

Drawing 

Division. 

Technical 

Division. 


( 

l 

I 

i 

( 

i 


( 

. 

I 


i 

I 

i 

I 

I 

( 

I 


\ 

f 

l 

I 

\ 

f 

1 

( 

i 


Arithmetic. 

Formulas. 

Mensuration. 

Mechanics. 

Geometrical Drawing. 
Mechanical Drawing 
(Sanitary Division). 

Plumbing and 

Gas-Fitting Section: 
Plumbing and Drainage. 

Gas and Gas-Fitting. 
Electric-Light 

Wiring and Bellwork. 

Heating and Ventilation Section : 
Principles of 

Heating and Ventilation. 
Steam Heating. 

Hot-Water Heating. 

Furnace Heating. 

Ventilation of Buildings 

Arithmetic. 

Formulas. 

Mensuration. 

Mechanics. 

Geometrical Drawing. 
Mechanical Drawing 
(Sanitary Division). 

Plumbing and Drainage. 

Gas and Gas-Fitting. 
Electric-Light 

Wiring and Bellwork. 

Arithmetic. 

Formulas. 

Mensuration. 

Mechanics. 

Geometrical Drawing. 
Mechanical Drawing 
(Sanitary Division). 

Plumbing and Drainage. 


















The Correspondence School of The Correspondence School of 

Sheet-Metal Pattern Drafting. Plumbing, Heating, and Ventilation.—Continued. 


499 


Heating 

and 

Ventilation 

Scholarship. 


1 


Gas-Fitting 

Scholarship. 


i, 

Sheet-Metal 
, Pattern- 
Drafting 
Scholarship. 


Preparatory 

Division. 

Intermediate 

Division. 

Advanced 

Division. 

Drawing 

Division. 


Technical 

Division. 


Preparatory 

Division. 

Intermediate 

Division. 

Advanced 

Division. 

Drawing 

Division. 

Technical 

Division. 


I Arithmetic. 

I Formulas. 

| Mensuration. 

Mechanics. 

f Geometrical Drawing. 

, Mechanical Drawing 
( (Sanitary Division). 

Principles of Heating 
and Ventilation. 
Steam Heating. 
Hot-Water Heating. 
Furnace Heating. 
Ventilation of Buildings. 

| Arithmetic. 

j Formulas, 
j Mensuration. 

Mechanics. 

t 

( Geometrical Drawing. 

} Mechanical Drawing 
( (Sanitary Division). 

| Gas and Gas-Fitting. 

I Electric-Light 
( Wiring and Bellwork. 


| Preparatory 
Division. 

j Intermediate 
Division. 


Drawing 

Division. 


Technical 

Division. 


Arithmetic. 

Mensuration. 

Elementary Plane 
Geometry. 

Practical Plane Geometry. 

Elementary Solid 
Geometry. 

Elementary Freehand 
Drawing. 

Elementary Instrumental 
Drawing. 

Practical Projection. 

Developments. 

Reading Working 
Drawings. 

i Laying Out Patterns. 

Patterns for Plain and 
Bent Work. 

Patterns for Formed Work. 

, Properties of Materials. 

























The Correspondence Schoolof Sheet- 
The Correspondence School of Mechanical Engineering. Metal Pattern Drafting.—Continued. 


500 


Tinsmiths’ 

Pattern- 

Cutting 

Scholarship. 


Preparatory 

Division. 


Intermediate 

Division. 


Drawing 

Division. 


Technical 

Division. 


Arithmetic. 

I 

Elementary Plane 
Geometry. 

Practical Plane Geometry. 

Elementary Solid 
Geometry. 

| Elementary Freehand 
Drawing. 

j Elementary Instrumental 
Drawing. 

Practical Projection. 

Developments. 

Heading Working 
Drawings. 

Laying Out Patterns. 

Patterns for Plain and 
Bent Work. 


( Preparatory 
Division. 

Intermediate 

Division. 


Complete 
Mechanical 
I Scholarship. 


Advanced 

Division. 


Drawing 

Division. 


Technical 

Division. 


Mechanical- 

Drawing 

Scholarship. 


Preparatory 

Division. 

Intermediate 

Division. 

Drawing 

Division. 


Arithmetic. 

I 

( Algebra. 

Logarithms, 
j Geometry and 

Trigonometry. 

Elementary Mechanics. 

Hydromechanics. 

Pneumatics. 

Heat. 

| Geometrical Drawing. 

Mechanical Drawing 
( (Mechanical Division). 

Steam and Steam Engines. 
Strength of Materials. 
Applied Mechanics. 

Steam Boilers. 

Machine Design. 

Dynamos and Motors. 

J Arithmetic. 

( 

( Formulas. 

) Mensuration. 

1 Geometrical Drawing. 

Mechanical Drawing 
( (Mechanical Division). 























The Correspondence School of Mines. 


501 


Full 
- j Mining 

Scholarship. 


i 


Prep. Division, j 

Intermediate )" 
Division. ( 


Arithmetic. 

Formulas. 

Geometry and Trigonometry. 


Advanced 
Division. 


( Gases Met With in Mines. 
Mine Ventilation. 
Economic Geology of Coal. 


Drawing 

Division. 


Technical 

Division. 


f Geometrical Drawing. 

{ Mine Surveying and Mapping. 

Coal-Mining Section : 

Prospecting for Coal. 

Shafts, Slopes, and Drifts. 

Methods of Working 
Coal Mines. 

Mine-Mechanical Section: - 

Mechanics. 

Steam and Steam Boilers. 

Steam Engines. 

Air and Air Compression. 

Hydromechanics 
and Pumping. 

Haulage. 

Hoisting and Hoisting 
Appliances. 

Mining Machinery. 

Percussion Drills. 

Surface Arrangements 
of Bituminous Mines. 

-{ Surxace Arrangements 
of Anthracite Mines. 

Dynamos and Motors. 

Electric Hoisting and Haulage. 

Electric Pumping, Signaling, 
and Lighting. 

Electric Coal-Cutting 
Machinery. 

Metal-Mining Section: 

Blowpiping, Mineralogy, 
Assaying. 

Economic Geology. 

Prospecting. 

Placer and Hydraulic Mining. 

Preliminary Openings. 

Permanent Openings. 

Methods of Working 
Metal Mines. 

Crushing, Sizing, Concentra¬ 
ting, and Amalgamating 
Machinery. 












The Correspondence School of Mines.—Continued. 


502 


Preparatory f Arithmetic 
Division. | 

Intermediate | Formulas. 

Division. \ Geometry and Trigonometry. 


Advanced 

Division. 


{ Gases Met With in Mines. 
Mine Ventilation. 
Economic Geology of Coal. 


Drawing 

Division. 


I Geometrical Drawing. 

I Mine Surveying and Mapping. 


Complete 
Coal Mining 
Scholarship. 


j 

1 


Mine- 

Mechanical 

Scholarship. 


i 


) 

1 

i 


Technical 

Division. 


f Preparatory 
Division. 
Intermediate 
Division. 
Advanced 
Division. 

Drawing 

Division. 


l 

I 

Technical 

Division. 


f Coal-Mining Section: 
Prospecting for Coal. 
Shafts, Slopes, and Drifts. 
Methods of Working 
Coal Mines. 

Mine-Mechanical Section: 
Mechanics. 

Steam and Steam Boilers. 
Steam Engines. 

Air and Air Compression, 
j Hydromechanics and 
Pumping. 

Haulage. 

Hoisting and 

Hoisting Appliances. 
Mining Machinery. 
Percussion Drills. 

Surface Arrangements 
of Bituminous Mines. 
Surface Arrangements 
of Anthracite Mines. 

| Arithmetic. 

l Formulas. 

( Mensuration. 

| Mechanics. 

| Geometrical Drawing. 

Mechanical Drawing 
( (Mining Division). 

Steam and Steam Engines. 
Steam Boilers. 

Air and Air Compression. 
Hydromechanics and 
Pumping. 

Haulage. 

Hoisting and 

Hoisting Appliances. 

























The Correspondence School of Mines.-—Continued. 


503 


Metal- 

Prospectors’ 

Scholarship. 


Metal-Mining 

Scholarship. 


Prep. Division 

Advanced 

Division. 

Technical 

Division. 

Preparatory 

Division. 

Intermediate 

Division. 

Advanced 

Division. 

Drawing 

Division. 


Technical 

Division. 


Mining Machinery. 

Percussion Drills. 

Surface Arrangements 
of Bituminous Mines. 
Surface Arrangements 
of Anthracite Mines. 
Dynamos and Motors. 

Electric Hoisting and Haulage. 
Electric Pumping, Signaling, 
and Lighting. 

Electric Coal-Cutting 
Machinery. 

-j Blowpiping. 

] Mineralogy, Assaying, 

\ Econo m i c Geo logy. 

I Prospecting. 

I Placer and Hydraulic Mining. 

J Arithmetic. 

\ 

( Formulas. 

I Geometry and Trigonometry. 

I Blowpiping, Mineralogy, 

( Assaying, Economic Geology. 

| Geometrical Drawing. 

{ Mine Surveying and Mapping. 

f Metal-Mining Section: 

Prospecting for Gold 
and Silver. 

Placer and Hydraulic Mining. 
Preliminary Openings. 
Permanent Openings. 

Methods of Working 
Metal Mines. 

Crushing, Sizing, and Concen¬ 
trating and Amalgamating 
Machinery. 

Mine-Mechanical Section: 
Mechanics. 

Steam and Steam Boilers. 
Steam Engines. 

Air and Air Compression. 
Hydromechanics 
and Pumping. 

Haulage. 

Hoisting and 

Hoisting Appliances. 
Percussion Drills. 





















The Correspondence School of Chemistry. C. S. of Mines.—Continued. 


504 


Short 

Coal-Mining 

Scholarship. 


Chemistry, 

Including 

Qualitative 

and 

Quantitative 

Analysis 

Scholarship. 


Chemistry, 
j Including 
Qualitative 
Analysis 
i Scholarship. 


Inorganic 

and 

Organic 

Chemistry 

Scholarship. 


Preparatory 

Division. 

Intermediate 

Division. 

Advanced 

Division. 


Arithmetic. 

I Mensuration and 

Trigonometric Functions. 

j Gases Met With in Mines, etc. 
I Mine Ventilation. 


Technical 

Division. 


Economic Geology of Coal. 
Prospecting for Coal. 
Shafts, Slopes, and Drifts. 
Methods of Working 
Coal Mines. 

Mine Surveying. 

Mine Machinery. 


Preparatory 

Division. 


Arithmetic. 


Intermediate 

Division. 

Advanced 

Division. 


Technical 

Division. 

Preparatory 

Division. 

Intermediate 

Division. 

i 

i Advanced 

Division. 

Technical 

Division. 

i Preparatory 
Division. 

Intermediate 

Division. 

Advanced 

Division. 

Technical 

Division. 


I Elementary Algebra and 
( Trigonometric Functions. 


Physics. 


Theoretical Chemistry. 
Inorganic Chemistry. 

[ Organic Chemistry. 
Qualitative Analysis. 
Quantitative Analysis. 


| Arithmetic. 

1 Elementary Algebra and 
t Trigonometric Functions. 

< Physics. 


Theoretical Chemistry. 
Inorganic Chemistry. 

Organic Chemistry. 
Qualitative Analysis. 

Arithmetic. 

I 

I Elementary Algebra and 
( Trigonometric Functions. 


| Theoretical Chemistry. 

Inorganic Chemistry. 

( Organic Chemistry. 





















The Correspondence School of Architecture. 


505 


Complete 

Architec¬ 

tural 

Scholarship. 


Architec¬ 

tural 

Drawing and 

Designing 

Scholarship. 


Architec¬ 

tural 

Drawing 

Scholarship. 


Preparatory 

Division. 

Intermediate 

Division. 

Advanced 

Division. 


Drawing 

Division. 


l 

i 


Technical 

Division. 


Preparatory 

Division. 

Intermediate 

Division. 

Drawing 

Division. 

Technical 

Division. 

Preparatory 

Division. 

Intermediate 

Division. 

Drawing 

Division. 


Arithmetic. 

I Formulas. 

\ Geometry and Trigonometry, 
i Elementary Mechanics. 

- Hydromechanics. 

| Pneumatics. 

Geometrical Drawing. 
Architectural Drawing, Part 1. 
j Ornamental Drawing, 
j Architectural Drawing, Part 2. 
Building-Trades Section: 
Masonry. 

Carpentry. 

Joinery. 

Stair Building. 

Architectural Engineering. 
Ornamental Iron Work. 
Electric-Light Wiring 
and Bellwork. 

Roofing. 

Sheet-Metal Work. 

Plumbing and Gas-Fitting. 
Heating and Ventilation. 
Painting and Decorating. 
Office-Practice Section: 

History of Architecture. 
Architectural Design. 
Specifications. 

Building Superintendence. 
Permits, Contracts, etc. 
Estimating and 

Calculating Quantities. 

* Arithmetic. 

\ 

| Formulas. 

\ Mensuration. 

| Geometrical Drawing. 

Architectural Drawing, Part 1. 
Ornamental Drawing. 
Architectural, Part 2. 

I History of Architecture. 

I Architectural Drawing. 

1 Arithmetic. 

I 

( Formulas. 

( Mensuration. 

) Geometrical Drawing. 

\ Architectural Drawing, Part 1. 
















506 


<L> 


XI 

h 


<U 

o 


a 

V 

T3 

C 

o 

cx 

(0 

<u 

t- 

u 

o 

O 


o 

o 

X 

o 

CO 


w 

<u 

X 

o 

c 

rt 

ii 

CQ 

x 

w 

• H 

*S) 

c 

w 


Engijsh 

Branches 

Scholarship. 


Preparatory 

Division. 


1 Arithmetic. 

\ 


i 

Intermediate 

Division. 


Spelling. 
Penmanship or 
Letter Writing. 
| Grammar. 
Geography. 

U. S. History. 

U. S. Civil 

Government. 


APPENDIX B. 


The Tree Known by Its Fruits. —The beneficent results 
and marvelous achievements on behalf of popular enlighten¬ 
ment throughout the world, placing The International Corre¬ 
spondence Schools system in the very forefront of civilization’s 


blessings, may be, 

at a glance, 

seen from the subjoined official 

list. 





STUDENTS 

AND GRADUATES, 


DECEMBER, 1898. 


UNITED STATES. 



Kentucky 

. 261 

Alabama 


.*.... 380 

Louisiana 

261 

Alaska 


34 

Maine . 

. 583 

Arizona. 


190 

Maryland 

879 

Arkansas 


167 

Massachusetts 

. 5,177 

California 


1,362 

Michigan 

1,294 

Colorado 


963 

Minnesota . 

. 997 

Connecticut 


3,230 

Mississippi 

. 146 

Delaware 


559 

Missouri 

1,852 

District of Columbia 


. 416 

Montana . 

. .... 596 

Florida. 


226 

Nebraska 

. 309 

Georgia 


. 273 

Nevada 

. 92 

Idaho 


178 

New Hampshire 

237 

Illinois 


4,667 

New Jersey 

2.232 

Indiana 


1,247 

New Mexico 

142 

Indian Territory 


/ 7 

New York 

8,681 

Iowa . 


804 

North Carolina 

190 

Kansas ... 


. 421 

North Dakota. 

. 83 




















507 


STUDENTS AND GRADUATES, DECEMBER, 1898.— Continued. 


Ohio ... 4,869 

Oklahoma . 46 

Oregon . 285 

Pennsylvania. 11,305 

Rhode Island... 999 

South Carolina .. 285 

South Dakota. 119 

Tennessee . 237 

Texas. 522 

Utah . 359 

Vermont 211 

Virginia .. 475 

Washington 559 

West Virginia... 475 

Wisconsin . 1,330 

Wyoming. 116 


CENTRAL AMERICA. 
Costa Rica 
Guatemala 
Nicaragua 
San Salvador... 

WEST INDIES. 

Antigua . 

Bahamas . 

Cuba . 

Grenada 
Hayti 
Jamaica 
Santo Domingo.. 

St. Croix . 

BERMUDA 


CANADA. 

Alberta 
Assiniboia 
British Columbia 

Manitoba. 

New Brunswick 
Nova Scotia 
Ontario 

Prince Edward Island . 

Quebec. 

Saskatchewan . 

Yukon . 

MEXICO. 

Aguas Calientes... 
Chihuahua 

Coahuila . 

Durango . 

Guanajuato 

Hidalgo 

Jalisco 

Lower California 
Mexico 
Michoacan 
Nuevo Leon 
San Luis Potosi. 

Sinaloa.... 

Sonora . 

Tamaulipas 

Vera Cruz. 

Yucatan .. 

Zacatecas. 


GREAT MIQUELON. 


41 

33 

471 
74 
161 
269 
969 
14 : 
410 ; 

] | 
1 


2 

15 ! 

ii 

22 [ 

13 i 

17 ! 
7 

3 I 

45 i 


1 

19 


NEWFOUNDLAND. 

SOUTH AMERICA. 

Brazil. 

British Guiana 

Chile. 

Colombia.. 

Ecuador 

Venezuela 

EUROPE. 

Austria 

Belgium 

Denmark 

England 

France. 

Germany 

Gibraltar 

Holland. 

Italy . 

Norway 
Russia .. 

Scotland 
Spain ... 

Sweden.. 
Switzerland.. 
Wales. 


3 


ASIA. 


1 

2 

7 ! 


Asia Minor 
Burmah 
Ceylon ..... 


2 

2 

3 

1 

1 

1 

10 

1 

2 

21 

1 

1 

2 

1 

14 

2 

6 

3 

9 

2 

1 

1 

3 

2 

82 

3 

9 

1 

3 

1 

1 

1 

18 

2 

2 

3 

8 

1 

1 

1 




















































508 


STUDENTS AND GRADUATES, DECEMBER, 1898 —Continued. 

% 


China .8] Madeira . 

India 28 Maslionaland. 

Japan 22 Mauritius 


Java . 

Philippine Islands 

Siam 

Siberia 

Straits Settlements . 
Sumatra . 

AFRICA. 

Cape Colony . 

Madagascar.. 


1 Namaqualand 
4 Natal . 

3 Rhodesia 

1 South African Republic 

4 

o OCEANIA. 

Australia 
Hawaiian Islands 

3 New Zealand. 

1 Tasmania. 


3 

4 
2 

47 


15 

25 

■-’7 

5 


Note. —Any one so desiring is heartily welcome to verify 
these figures by calling at our offices, at Scranton, Pa. 


APPENDIX C. 


A Plan to Assist Our Students With 

Employers. 

Certificate-of-Progress Department.— For the purpose of 
promoting the interests of our students with their employers 
and with those from whom they seek employment, we have 
organized a new department in The International Correspond¬ 
ence Schools, known as the Certificate-of-Progress Department. 

It is a decided help to a person desiring employment, a bet¬ 
ter position, or an increase in salary, if his employer or pros¬ 
pective employer knows him to be an energetic, progressive 
man. Employers regard with great favor men who are study¬ 
ing to improve their knowledge of technical subjects. We 
therefore render whatever assistance lies in our power 
to help students with employers, by corresponding with such 
employers as the student requests, and apprising them of his 
progress. This service is done without charge, and in behalf 
of active students only, that is, of students who have 
already completed the first part of their Courses. This 
method of procedure has enabled many students to secure 


















excellent situations, and has brought us numerous letters of 
approval from employers. 

Asa first step in the organization of this new department, 
v\e have marked off each of the courses into divisions. The 
subjects included, for instance, in the several divisions of the 
Complete Mechanical Course are shown below. 


Complete 

Mechanical 

Course. 


The Certificate of Progress.— For every division of his 
course through which a student hereafter passes, he will receive 
a Certificate of Progress stating that he has successfully com¬ 
pleted the studies embraced in that division. These Certificates 
of Progress will be issued under seal, and bear the signature 
of the Principal of the School. They will be handsomely 
lithographed in colors : white for the Preparatory Division ; 
pink for the Intermediate Division ; canary for the Advanced 
Division ; salmon for the Drawing Division ; and blue for the 
Technical Division. 

Every student who has completed, or who may hereafter 
complete, the work of a division in any course, will be per¬ 
mitted to avail himself, free of charge, of the services of this 
new Department. 

To our students, the management of The International Cor¬ 
respondence Schools feels hearty satisfaction in being enabled 
to state : As often as you complete a division of your course and 


| Preparatory 
Division. 


Intermediate 
Division. 


Advanced 

Division. 


Drawing 

Division. 


Technical 

Division. 


Arithmetic. 

I Algebra. 

Geometry and Trigonometry. 
( Logarithms. 

f Elementary Mechanics. 

| Hydromechanics. 

1 Pneumatics. 

Heat. 

I Geometrical Drawing. 

( Mechanical Drawing. 

Steam and Steam Engines. 
Strength of Materials. 
Apiplied Mechanics. 

Steam Boilers. 

Machine Design. 

Dynamos and Motors. 







510 


receive a Certificate of Progress therefor, the new department 
will notify your employer, or foreman, or superintendent, or 
manager, or master mechanic, or chief engineer, or such other 
person as you may desire, that you are a student in the Com¬ 
plete Mechanical or other Course of our Schools, and have sat¬ 
isfactorily completed all the studies embraced in such and such 
a division. We will send such notices for every division passed, 
and when you have finally completed your course and been 
awarded your diploma, will also bear official testimony to the 
fact. 

Assistance in Obtaining New Situations. —If ) r ou are 
making application for a new situation, the new department 
will, at your request, write to as many different persons or 
companies, and as often as you may desire, setting forth your 
educational qualifications for the situation you may be seeking. 

No Action Without Your Permission. —One of the rules of 
our institution being to conduct the work of the student with 
the greatest possible privacy, we will notify employers, fore¬ 
men, superintendents, etc. of your advancement in your studies 
upon your permission only so to do. With each Certificate 
of Progress issued we will, therefore, send a blank form of 
request, which, if you desire, you are at liberty to fill out and 
return. When these requests are received we will take pleasure 
in communicating with your employer, foreman, or superin¬ 
tendent, as the case may be. If you desire assistance in chan¬ 
ging your situation you should send us a similar request. 

A Free Employment Bureau.—We have a special car, now 
visiting, in the interests of our Schools, all the principal shops, 
factories, and other leading industries in the United States 
and Canada, and will leave no stone unturned to keep in close 
contact with all the leading employers in the trades and pro¬ 
fessions represented by our courses. The great majority of 
employers, when the thoroughness and completeness of our 
work is demonstrated, appreciate at once the advantages sure 
to follow, both to their employees and themselves, from a 
higher standard of education among operatives, and manifest 
a disposition to heartily cooperate with us. Many of these 
employers will, when they want new employees, write us for 


511 


assistance in obtaining them, and this assistance will be ren¬ 
dered without charge to either employer or employee. While 
it is impossible for us to promise situations to any one, there 
is no doubt that we will, from time to time, be able to place 
many students in very desirable positions. In fact, without 
inviting applications to supply employees, we have, in years 
past, been able to benefit many of our students greatly by 
finding them responsible and well paid positions. 

The Chief Benefit. —Where the new department will do 
most good to our students will be in bringing to the attention 
of their present employers the fact that they are students in 
our Schools and making progress in their studies. There 
is not one employer, foreman, superintendent, manager, master 
mechanic, or chief engineer out of a thousand but will single 
out for promotion that employee who, with laudable ambition 
to increase his knowledge and improve his capabilities, and at 
the same time increase his earning power, devotes to study 
the hours otherwise used in rest or recreation. 

The services of this new department are only for active 
students. By an active student we mean one who has com¬ 
pleted the studies of either the Preparatory Division or the 
Drawing Division of his Course. We purpose to show, in 
every possible way, an interest in the welfare of students who 
manifest sufficient activity in their own welfare to study. We 
have a special School Button for active students, furnished free 
on application. 

Record Cards.— In addition to Certificates of Progress, 
issued upon the completion of divisions of his course, we will 
hereafter issue a Student’s Record Card to each student for 
every Instruction Paper or Drawing Plate passed. These 
Record Cards will show the percentage on the Paper or Plate, 
and will be issued over the signature of the Instructor who 
corrects the Answer Paper or Drawing Plate. 

Value of Our Recommendation. —In testimony of the value 
of our helpfulness to students, we subjoin, out of the hundreds 
at hand, the following significant letters : 


512 


A. B. MINTON, 

Master Mechanic. 

MOBILE AND OHIO RAILROAD COMPANY. 

MASTER MECHANIC’S OFFICE, 

Murphysboro, Ill., Oct. 12, 1898. 

The International Correspondence Schools, Scranton Pa. 

Gentlemen I am in receipt of a letter from your Mr. J. I. Davis, 
recommending one Albert S. Isom, of Ava, Ill. 

Mr. Isom has made application to us for a position as locomotive fireman, 
and while he has never had any experience in that line, yet, in considera¬ 
tion of the recommendation given him by you, we will endeavor to place 
him on our roster of firemen as soon as an opportunity aifords. 

In my rounds in railroad life I quite often run across employees of the 
different branches in railway service who have received instruction at your 
School, and I have found, in every instance, that the results were good. I 
wish you every success in your good work. 

Yours truly, 

A. B. Minton. 


W. E. HAMPTON, 
General Manager. 


PACIFIC TANK COMPANY. 

Los Angeles, Cal., Aug. 1, 1898. 

The Colliery Engineer Co., Scranton, Pa. 

Gentlemen We are pleased to acknowledge receipt of your esteemed 
favor of July 2fi, with the very favorable report of our Mr. A. Holtgen. We 
are pleased to know that he is doing so well and that his ambition is leading 
him to take a thorough course in your Schools; and while it will do him a 
great deal of good personally, we feel that we are also greatly benefited. 

We know Mr. Holtgen to be very practical and thorough in everything 
he undertakes. He is a self-made man in every sense of the word, and 
beginning without any education whatever, and from a very humble 
position, he has raised himself by his own personal efforts and ambition, 
until now he has the most responsible position in our employ, and is 
worthy the trust which we place in him. Anything you do for him, or 
favor shown in any way, will be appreciated by Mr. Holtgen and 

Yours very truly, 


W. E. Hampton. 


5L3 


THE ENTERPRISE MANUFACTURING CO., OF PENNSYLVANIA. 


Philadelphia, Pa., June 13tli, 1898. 

The Colliery Engineer Co ., Scranton, Pa. 

Dear Sirs We are very familiar with the workings of The International ‘ 
Correspondence Schools and have been for some time, giving the same consid¬ 
erable attention. 

At the present time several of our employees are in some of your classes, 
and the reports from them show they are making considerable progress. 

Your new method of advising the employers as to the advancement of 
the pupils is, we think, a step in the right direction, as in this way the 
employer is enabled to advance the employee who is most successful in his 
studies. 

We are only 7 too anxious to employ help of the character we believe you 
promote. 

Yours truly, 

H. E. Asbury, 

. Secretary. 


W. M. REID, 

President. 

S. M. JARVIS, 

Vice-President. 


W. C. WEAVER, 

Superintendent. 

EDMUND G. VAUGPIAN, 

Sec'y and Treas. 


NORTHEAST ELECTRIC RAILWAY COMPANY. 


Kansas City, Mo., July 14,1898. 

The Colliery Engineer Co., Scranton, Pa. 

Dear Sirs Replying to your letter of July 9, beg leave to thank you 
for your letter regarding our Mr. Kelkoin, and beg leave to say that I am 
personally interested in his welfare, and sincerely hope that he may be suc¬ 
cessful in his course of study through your School. 

Fie has been under my supei vision for the past year, and I have always 
found him truthful and trustworthy. Iam giving him every opportunity to 
pursue his studies that is consistent with the performance of his duties as 
cashier of the company. 

I will be pleased to hear from you as to his progress, from time to time. 

Respectfully yours, 


17 


W. C. Weaver, 

Superintendent. 


JOHN H. PATTERSON, 
President. 


514 


F. J. PATTERSON, 
Vice-President. 


THE NATIONAL CASH REGISTER CO. 

9 


Dayton, O., July 1, 1898. 

The Colliery Engineer Co., Proprietors The International Correspondence Schools, 
Scranton, Pa. 

Dear Sirs:— Your letter of June 29, signed by Mr. J. I. Davis, has been 
duly received. 

It gratifies us to learn of Mr. N. W. Thomas’s success in his studies in 
your schools, for, besides the great benefit accruing to Mr. Thomas himself, 
we consider that his work for us will be more effective. 

Yours truly, 

H. Theobald, Jr., 

Secretary. 


C. C. SHARP, 

Sup't Mining Dep't. 

r. w. McFarland, 

Sup't Houses and Lands. 


F. E. FELLOWS, 

Cashier Mining Dep't. 

EDW. H. COXE, 

Min ing Engineer. 


THE SUNDAY CREEK COAL COMPANY. 


Corning, O., July 23, 1898. 

The Colliery Engineer Co., Scranton, Pa. 

Dear Sirs:— Your favor of the 19th inst., in regard to Mr. Emanuel 
Peach, is at hand and contents noted. Please to accept thanks for your 
courtesy and interest in Mr. Peach. 

I am particularly pleased to see any of our young men trying to make 
the best of their opportunities. I think Mr. Peach worthy, and hold myself 
in readiness to aid him in any way I can. Yours truly, 


C. C. Sharp. 




515 


OTTO B. AMSDEN, 

Mining Engineer. 


P. O. Box, 552. 


Victor, Colo., August 17,1898. 

The Colliery Engineer Company, Scranton, Pennsylvania. 

Gentlemen: —Replying to your favor of the 26th of July, I wish to 
express my appreciation of your advice. Mr. Lacey is a bright young man, 
in whom I take a deep interest, and I am especially interested in his progress 
under your instruction, on account of my having induced him to enter 
the School. Just at the present time his duties are such that he is unable to 
give so much attention to study as he would like to give, but no doubt there 
will be a better opportunity offered later in the season, when he will con¬ 
tinue the course. Very truly yours, 

Otto B. Amsden. 







INDEX 



PAGE. 


PAGE. 

^BILITY TO FORM IDEAS 


189 

Age, The Middle. 

.291, 

293 

Abolitionist .. 


212 

Agricultural and Mechanical Col- 


Academies. 


167 

lege for the Colored Race. 

169 

Academy at Concord. 


215 

and Mechanical 

College of 


United States Military ... 


168 

Mississippi . 


169 

United States Naval 


168 

and Mechanical 

College of 


Western Military 


221 

Texas. 


169 

Accomplishments . 


246 

College, Michigan 


169 

Accounts, Keeping of . 


247 

College of Utah 


169 

Achievements, Mrs. Foltz’s . 


137 

implements .... 


82 

of Whitney’s boyhood 


226 

products .. 


97 

Activity, Pedagogical . 


258 

Agriculture. 

67, 69, 99, 

144 

Adam . 


134 

Aillond, A. 


467 

Adamses. 


157 

Aim of education 


308 

Adams, John 


192 

Singleness of. 


101 

Charles Kendall. 


373 

Alabama. 

.198, 285, 

286 

John Quincy. 


217 

Agricultural and 

Mechanical 


President 12, 21, 

193, 

200 

College. 


168 

Addison’s view 


59 

Alaska. 95, 

123, 199, 286, 

484 

Administration of the world’s char- 


Mining camps of.. 


399 

ities . 


149 

Albany, N. Y. . 

192, 

210 

Adriatic 

37, 

127 

Alcorn Agricultural and Meehan- 


Advance, Educational 


166 

ical College. 


169 

Advancement, Best field for 


239 

Alert . 


342 

of learning. 


295 

Alexandria, Ind. 


481 

of science 


141 

Alexandrian schools.. 


161 

Opportunities for. 


434 

Alfred University . 


405 

Advantages of applied over pure 


Algebra. 

376, 400, 

427 

mathematics. 


186 

Inventors of . 


266 

of the American citizen 


71 

Alleghanies . 


207 

Social and national . 


65 

Alleghany mountains 


190 

Adventures of Telemachus.. 

317, 

319 

ridge. 


204 

Adversity, Discipline of . 


36 

Allegheny County workhouse. 

471 

JEsop’s Fables 


343 

Almanac, The World 


284 

Africa .81, 82, 125, 128, 

291, 

399 

Alms, Giving of . 


90 

African cocoanut 

124 

Alpha 


243 

slave. 


215 

Alphabet, Our . 


265 

Agassiz. 


13 

Alps ... 


38 

Age, Crying need of the. 


244 

Alton, Ill. ... 


350 

Flint 


262 

Altruria . 


79 

of bronze. 


262 

Amalgamators. 


249 

of Pericles 


147 

Amanuensis . 


152 

of steel. 


262 

A. M., Degree of. 


348 

Ages, The. 

262, 

264 

Iowa. 


169 


517 






















































































518 


PAGE. 


America 11, 26, 38, 65, 

77,79,90,95,97,98,147,149,157, 

177, 215, 225, 244, 256, 282, 287 
335, 344, 345, 352, 354, 380, 433, 463 

Miss Proctor in 140 

Patriotic clergy of 448 

Prophetic voices concerning, 161 

United States of.21, 167, 217 

American 26, 95, 119, 131, 218, 233, 323 

army.220 

Association 141 

banker. 335 

boy . 70 

business . 104 

character . 27 

chemist. 102 

civilization . 11 

Commissioner General 130 

Congress . 147 

continent. 27 

corporation 130 

democratic thought . 178 

educational methods.335 

forces. 12 

forefathers . 66 

history. 178 

humanity 177 

Indian fighter 235 

industry, Leadership of 405 

institutions ... 12 

library. 218 

life. 77 

missionary 132 

nation . 131 

nature. 178 

navy. 24 

Patriot 200 

people..28, 167 

politics. 34 

public . 129 

Queen 147 

Republic. 132 

Republican 177 

Republics, Bureau of. 96 

roads.348 

sailors .342 

schools. 56 

seamen. 95 


PAGE. 

American ships 25 

Social Science Association 89 

Society of Civil Engineers.425 

Speaker, The. 41 

statesman 219 

steamer . 197 

supremacy. 94 

technical schools. 166 

vessels 95 

Americans 28, 66,127, 129, 177, 354 

of the United States.162 

Self-sacrificing 190 

America’s future triumphs 406 

Americus Club 356 

Ames, Fisher 12 

Amherst .157, 166 

College 164 

Massachusetts . 169 

New Hampshire . 205 

Ancestry, Blaine’s. 219 

Ancient and modern education. 69 

“Andie” . 347 

Andover 344 

Angell, Mr. Geo. S. 86 

Angelo, Michael .178, 401 

Animal.246 

Annapolis 25, 26 

Maryland .168 

Naval Academy .342 

Anthony, G. N. 482 

Anthropology 54 

Antietam 120, 121 

Antioch College 37 

Antique, Drawing from the . 172 

Anti-slavery movement .217 

Apaches .234 

Apparatus, Designing of hoisting 184 
Applied and pure mathematics 185 

Design, New York School of 445 

mathematics. 183 

mechanics and engineering 183 

Appomattox . 123 

Apprentice plumbers 248 

The bricklayer’s .440 

The carpenter’s . 440 

Arabian . 15 

channels.289 

Nights 78 

















































































519 


PAGE. 


Arabs 266 

Arago 182 

Archbishop of Cambrai . 316 

Architect 53 

A noted woman 445 

Architects .248, 256, 423 

assistants 248 

Architectural courses .368, 472 

draftsmen and designers .248 

drawing . 243 

drawing and designing . 255 

Drawing and Designing Course 472 

Drawing, Course in .479 

Drawing, Course of 417 

Drawing Course, Our. 479 

Drawing Course, The 471 

Drawing, International Corre¬ 
spondence Course of 446 

Drawing Scholarship ..... 255 

occupations . 248 

Scholarship, Complete 255 

Architecture.99,101, 175,177, 239, 243 

and building. 67 

Correspondence School of 247, 255 

Course of. 417 

Our Correspondence School of 446 
Study of 145 

Women fitted for. 444 

Arctic waters. 342 

Areopagus 69 

Argyll, Duke of .375 

Aristotle.52, 59, 282, 290, 291, 409 

Arithmetic. . 


299, 311, 376, 388, 400, 427, 437 

Pedagogics of .256 

Arizona.285, 286 

Arkansas. .134,203,285,286 

Industrial University . 168 

Arkwright 225, 271 

Arlington Hotel . 130 

Armada . 25 

Armature and magnet winders .. 248 

Armour Institute . 168 

Institute of Technology 165 

Technical Institute. 243 


Army, American. 372 

Arnold 340 

Dr. Thomas . 339 


PAGE. 


Art.7, 23, 71, 101, 115, 145, 176, 

177, 259, 262, 265, 277, 288, 296, 299 

Alphabet of 172 

American 177, 178 

Decorative 444 

Dutch . 175 

“ for art’s sake ”. .173 

Good influence of .84 

Greek . 172 

Neo-Greek . 174 

of reading . 266 

of war . 269 

Practical.178 

school . 140 

The beautiful in. 174 

The field of decorative 145 

Arthur, Chester A. 132 

President. 364 

Articles exported . 82 

of confederation. 198 

Artisan. 68 

Artisans 73, 422 

Artists . 146 

as examples of industry 114 

Arts . 67, 69, 113, 144, 187, 261, 262 

Basis of the constructive. 171 

distinguished 68 

Esthetic . 67 

Fine .247 

Industrial 269, 276 

Manufacturing 269 

of architecture . 276 

of beauty. 68 

of utility. 68 

Progress of the. 271 

Technical . 276 

Useful.73, 77 

Utilitarian. 67 

Ascham, Roger 306 

Ashburnham, Mass. .200 

Ashland, Pa. 470 

Asia.81, 96, 97,263, 399 

Asiatic squadron.341, 342 

waters . 98 

Asolo.383 

Assayers .249 

Assistant electricians .248 

engineers 248 






























































































520 


PAGE. 


Assistant firemen, coal passers, etc. 248 
mine foremen ... 249 

mining engineers .. 249 

superintendent of mines 249 

Astoria, L. I. 481 

Astronomy. 182, 311 

Department of popular 141 

Lecture on 140 

Miss Proctor’s early education 

in . .189 

Atchison, Topeka, and Santa Fe 

Railroad. 1C5 

Athenian, The cultured 409 

Athenians . 290 

Athens. 23,09,70,271,290 

Georgia 168 

Weakness of. 23 

Athletics, wise and unwise 246 

Atlanta. 445 

Georgia 168 

Allantic liners 422 

littoral 95 

Ocean . 99 

The broad . 483 

Atrophy, Physical and mental 100 
Aj tendantsin prisons andhospitals 249 
Attention, Quality of 370 

Attica . 22 

Auburn, Alabama 168 

State Prison 86 

Augustus 279 

A urora 43 

Austin. ... 203 

Australasia 81 

Australia . 381, 399 

Authority 97 

Authors 146 

Classical 311 

Greek 301 

Axioms. 378 

Axmen, flagmen, etc. 249 

gACCHUS ... 318 

Bacchus and the Faun . 318 

Bacon 17, 47, 59, 277, 384 

Lord Chancellor. 21 

of Verulam 269 | 

Roger . 2' 9 


PAGE. 

Bacon, Sir Francis 307 

Bakers 249 

Baldwin, Col. 474 

Baltimore 342 

convention 193 

Maryland 170, 195, 213, 481 

Maryland Institute of . 445 

Woman’s College of 166, 170 

Barbers 249 

Barbot, D. C..479 

Barcelona. 405, 406 

Barkley . 126 

Barnard College 170 

Barrier, Poverty no . 29 

Barry, Ill. 471 

Bartlett, A. E. . 465 

Basedow. 331 

Basel. 302 

Basis of constructive arts. 171 

Bath 112 

Baton Rouge, La. 169 

Battle of Perryville 198 

of Shiloh 198 

of Stone River 198 

Bear. 342 

Peauregard. 235 

Beautiful in art, The 174 

Bechuanaland 127 

Bechuanas 109 

Bedford, Ind. 476 

Beginning of freedom, The 278 

Beitler, John E. 468 

Belgium . 84 

Workmen of 84 

Bell, Professor 352 

Benefits of technical education, 108 
Benton, Thomas II. 204,217 

Berkeley, Cal. 168 

Perkshire County, Mass. 192 

Berlin . 83 

Bern .323 

Berwick, La. 464 

Bible, The v 42, 266, 318, 313 

Bibles 351 

Biles, K. A. 471 

“Bill” .... 353 

“Billy” . 341 

Binghamton, N. Y. 120,193 





























































PAGE. 

PAGE. 

Birthplace, Rhodes’s 


125 

Boulton, Matthew. 

110 

Birthright, Woman’s. 


153 

Bound Volumes, Value of 

389 

Bishop’s Stortford . 


125 

Bourbon County, Kentucky 

199 

Stortf"rd, Vicar of 


125 

Bowdoin College. 

164 

Blackburn . 


271 

Boy, American. 

70 

Black Hawk War . 


191 

Boys leaving school 

437 

Blacksburg, Va. 


170 

Bozeman, Montana 

169 

Blacksmiths. 


248 

Bracken County . 

194 

Blackstone 


138 

Bradv, Cassius. 

469 

Blaine, Colonel Ephraim 

.219, 

220 

Governor. 

95 

General ... . 


220 

Brain, Dominance of 

93 

James G. 219, 220, 221, 222 , 223, 

224 

work. . 

30 

Blaine’s ancestry 


219 

workers, Need of 

148 

college life 


220 

Brakemen . 

240 

mother 


220 

Braminte. 

317 

success. 


224 

Brand, Herbert B. 

468 

Blank, Alonzo 


476 

Brattleboro 

349 

Blowers, Designing of 


184 

Vermont. 

348 

Blue Lick Springs, Ky.. 


221 

Brass workers . 

248 

Blue Ridge 


235 

Brazil 

81 

Board of Regents. 


333 

Station. 

342 

Boccaccio 


296 

Bread-winners, Women as. 

147 

Bodmer . 


320 

Breath, Care of. 

53 

Boeotians 


279 

Bricklayers. 

218 

Boers 


124 

Bridge builders 

249 

Boies, Horace 

134, 

135 

carpenters 

249 

Boilermakers. 


248 

draftsmen 

249 

Bologna . 


292 

engineering. 


Bolton 


271 

.67, 239, 243. 255, 417, 

424 

Bonaparte, Napoleon 


14 

Engineering, The Correspond- 


Bonpland 


282 

ence School of 

247 

Bookkeepers 


249 

engineers. 

249 

Bookkeeping. 

243, 

432 

foremen . 

249 

and business forms 


256 

inspectors 

249 

and Stenography, The Corre- 


supervisors. 

219 

spondence School of ... 

247, 

368 

Bridges, Designing of 

184 

Our method of teaching 


432 

Brightly, C. J, 

4*1 

Books, Greek 


301 

Brighton. 

116 

Boots and shoes. 


273 

Britain. 112, 200, 269, 

433 

Bora, Catherine von 


299 

and Europe. 

95 

Boscawen 


195 

Imperial Parliament of 

408 

B isphorus 


269 

Imperial policy of 

128 

Bossuet 


317 

Shores of 

484 

Boston 88 , 89, 131, 


British America 

95 

133, 141, 169, 195, 196, 201, 

214, 


Army officers 

125 

216, 226, 331, 340, 344, 351, 356, 

445 

Australasia 

82 

Merchants’ Association 


351 

Colonies 

332 

University 

164, 

311 

Columbia 

95 





















































522 



PAGE. 



PAGE. 

British East Indies 


81 

Business, legitimate 



245 

Government 


121 

principles . 



245 

ministers. 

. 

83 

preparations . 



247 

North America 


81 

relations . 



245 

protectorates 


127 

Butchers. 



249 

South Africa 


121 

Byzantine Greeks 



292 

South African Company 

121 , 

128 

Byzantines. 



292 

Brookings, S. Dak. 


109 





Brooklyn Ethical Society . 


141 

CABINETMAKERS 



248 

Brooks, Mr. 


346 

Cadiz . 



405 

Rnhprt, 


345 

Csesar. 



176 

Bross, W. F. 


478 

Calhoun . 



204 

Brotherhood of man . 


78 

California 136,137, 158, 285, 

286, 

356 

Brougham, Lord . 

12 , 

16 

College. 



164 

Brown 

157, 

1C6 

Calvert, C. A. 



477 

University 


164 

Cambrai . 



316 

Browning, Orville H. 


191 

Cambridge . 

. 

16, 

214 

Bruges . 


176 

Massachusetts 


. 

170 

Bryan . 


134 

mathematician. 



188 

Bryn Mawr College. 


170 

Cambridgeport. Mass. .. 



470 

Mawr, Pa. 


170 

Cameron, Secretary . 



217 

Buchanan . 


191 

Campaign of 1865 



236 

President . 


195 

Campan, Madame . 



14 

Buckle 


280 

Campbell, Dr. 



109 

Bucknell University 


164 

Canada, Invasion of 



190 

Buena Vista 


198 

Canalization 



184 

Buffalo . 

44, 

135 

Canniff, W. H. 


353, 

354 

bar 


43 

Cannon balls, The first 

.. 


265 

New York 


41 

Cannons. The first 



265 

Builders’ clerks 


248 

Canova. 



114 

foremen . 


248 

Cape Cod. 



340 

superintendents . 


248 

Colony. 

.125, 

127, 

128 

Building engineering 


67 

House of Assembly 



126 

Building inspectors 


248 

Sabine . 



342 

Bull Run 


235 

The. 



129 

Buluwayo 


128 

Town. 


124, 

127 

Burbee, W. C. . 


47S 

Capitol building. 



361 

Bureau of American Republics 


96 

in Washington. 



177 

Burgdorf .323, 325, 

326 

The dome of the . 



224 

Burke . 

10 , 

19 

Career, Cecil Rhodes’s 

meteoric 

124 

Edmund 


95 

Governor Rogers’s .. 



133 

Burleigh Street 


115 

McKinley’s earlv. 



119 

Burlington, Vt. 


169 

Carlisle, Pa. . 



221 

Burr, Aaron 


190 

Carlyle. 

11,13, 

104, 

107 

Burr’s conspiracy 


190 

Carnegie, Andrew 

345, 

346, 

347 

Burton. 


23 

boys . 



347 

Business, American 


104 

Caroline, Destruction of the 


197 

culture. 


32 

Queen . 



110 


















































































Carpenters 

PAGE. 
248, 384 

have become architects . 

. 241 

Carroll, Gen. S. S. . 

. 123 

Cars, carriages. 

. 82 

Carter’s Station, Tenn. 

41 

Case School of Applied Science 165, 168 

Case Technical Institute . 

. 243 

Cashmere . 

. 282 

Cass, Lewis. 

. 190 

General . 

. 191 

Castleton, Vt. 

. 192 

Catherine, Queen 

. 268 

Catholicism .r.. 

. 316 

Catsburgh mine . 

. 474 

Cattle . 

. 266 

Cayuga County, N. Y. 

. 41 

Cecil Rhodes. 

124 

Rhodes, Premier. 

... 128 

Rhodes, Privy Councillor 

. 128 

Cellini, Benvenuto 

. 176 

Census of 1890 

. 285 

office. 

. 442 

Centennial Exhibition. 

. 80 

Central and South America ... 

. 81 

Bridge . 

. 73 

Commonwealth 

.465 

States, The 

. 465 | 

Centuries, 15th and 16th . 

. 289 

Century, 17th 

- 317 

19th . 

- 318 

Cereals. 

. 264 

Chainmen 

249, 440 

Chairman State Executive Com- 

mittee . 

. 223 

Chaldeans . 

267 

Chaldee . 

. 311 

Champaign, Ill. 

. 168 

Champlain, Lake 

. 129 

Change in public opinion 

. .142 

Chantrey. 

. 114 

Chantry 

. 345 

Chapel, Houghton Memorial .. 

.. 166 

Character. 8, 10, 11, 

14, 16, 18, 19, 23, 24, 26, 

57, 

58, 59, 161, 187, 190, 314, 

317, 329 j 

American 

. 27 

a motive force . 

9 | 

and discipline 

10 ■ 


PAGE. 

Character, Definition of. 8 

Duty tlie corner-stone of 10 

Emerson on 8 

Genius and y 

Home the school of 13 

Intellectual . y 

is success. n 

Man of no 

Men of . 8 , 9 

Moral 9 

New England 91 

Nurseries of . 19 

of Eastern trade . 95 

of the tutor. 314 

Physical . 9 

Samuel Smiles, on. 11 

Supremacy of n 

Training and . 26 

Washington’s . n 

Characters, Weak and strong . 245 

Charlemagne. 266 

Charleroi.. 85 

Charles 1. 181 

Charleston 202 

harbor. 341 

South Carolina 168, 479 

Charlottenburg. 157 

Charlotte, N. C. . 477 

Charter, Royal 127 

Chase. 214 

Chateaubriand 11 

Chatham, Lord ll, ]3 

Chemicals . 82 

Chemist, American. 102 

Chemistry 111, 160, 243, 246, 368 

Classes benefited by our courses 

in 457 

(including qualitative analy¬ 
sis) . 255 

(including qualitative and 
quantitative analysis) 255 

Inorganic and organic. 255 

The Correspondence School of 255 

Chemists . . 249 

Chenango County, N. Y. 193 

Cherokee Indians 202 

Cherokees 203 

Cheyenne, Mayor of. . 364 






































































524 


PAGE. 


PAGE. 


Cheyenne, Wyoming 

349, 

364 

Chiaroscuro 


172 

Chicago . 

141, 224, 

356 

Division 


354 

Illinois 

168, 

481 

papers 


141 

University of 


165 

Chief engineers 


248 

Child an imitator 


17 

Childhood 


16 

Children . 


16 

Children’s building . 


140 

China.81, 82, 

263, 343, 373, 

381 

Chincha Islands . 


342 

Chinese. 

263,265, 289, 

373 

Empire 


S6 

Government 


373 




proverbs . 35 

waters 342 

Chios. 268 

Choosing an employment .101 

Chopin.174 

Christ. 133, 290 

Christian 198, 309 

era 290 

Europe 291 

religion 200 

schools 298 

spirit 304 

Christianity 303,304 

and letters. 303 

Christmas . 115, 270 

“ Christopher and Alice ” 322, 325 

Christ’s religion .436 

Chronicles . 300 

Chrysoloras, Manuel 296 

Church . 7, 9, 320, 367 

Ancient . 302 

Asceticism of the 281 

councils 294 

Cicero . .301 

Ciceronians. 302 

Cincinnati, Ohio 349 

School of Phonography 349 

Circassian slave . 149 j 

Circumstances, Man the architect 

of. 10 

Man not the creature of 10 


Cities, People outside of great. 77 

Citizen. 48, 78, 88, 100 

Duties of the. 247 

Duty of an American 67 

The ideal . 462 

The upright . 366 

Citizens 23, 70, 77 

Advantages of American . 71 

Good. 85 

Citizenship .8, 21, 66, 247 

and Education. 21 

Exercise of. 247 

Civics, Pedagogy of . 256 

Civil engineering . 

.67, 239, 243, 249, 368, 424 

engineering divided. 425 

engineering occupations. 249 

engineering subdivided 425 

Engineering, The Correspond¬ 
ence School of .247, 255 

engineering, The progressive¬ 
ness of. 425 

engineers. 256, 426 

engineers’assistants.428 

War . 225 

War, Outbreak of. 223 

War, Termination of **107 

Civilization 14, 22, 

66, 93, 176, 260, 267, 278, 289, 304 

American _ 11 

Greek . 288 

of the Pedants 262 

Old World .178 

City of New York 332 

Claflin University 169 

Claims of manual and technical 

training 259 

Clarendon, Vt.. 192 

Clark, Charles W. 472 

Mr. Thomas Curtis.. 425 

University . 164 

Wayne S. 465 

Classes benefited. 

453, 454, 455, 456, 457, 458, 459, 460 

Criminal. 86 

Industrial . 83 

Laboring. 273 

Poorer 270 






































































525 



PAGE. 

PAGE. 

Classics. 


259 

College life 

220 

Greek. 

114, 

297 

Maryland Agricultural 

169 

Roman. 


114 

Massachusetts Agricultural. ... 

169 

Classification, Spencer’s. 


7 

of Agriculture and Mechanic 


Clay . 


343 

Arts . 

169 

Henry 

212, 

223 

of Civil Engineering. 

162 

Clayton, John F. 


465 

of William a,nd Mary 

332 

Village of . 


354 

Park, Md. 

169 

Clemence, Sydney A. 


474 

Station, Tex. . 

169 

Clemson Agricultural College 


169 

Washington 

221 

College, S. C. 


169 

Yale . 

198 

Clergyman as a good pastor 

. 

447 

Colleges .83, 

167 

as a public instructor 


447 

Attitude of. 

51 

as an educationist 


447 

Classical .160, 

164 

in his private life 


448 

for women 

170 

in his public capacity 


448 

Growth of . 

166 

The 


446 

Leading schools and 

167 

The American . 


448 

Technical 183, 188, 

287 

Clerks and salesmen . 


249 

Collier, Loanhead . 

109 

Cleveland. 

.135, 

356 

Colliers, East Lothian 

108 

College for Women 


170 

Colloquies 

301 

Democrat. 


135 

Collyer, Robert 314, 

345 

Ohio... .168, 

170, 

467 

Cologne . 

176 

President 


364 

Colonial education 

331 

Clothing . 

264, 

268 

Colorado .285, 

286 

goods 


273 

Agricultural College. 

168 

Cloverdale 


92 

Springs. 

137 

Club, Montreal Woman’s 


141 

Columbia College 

332 

Woman’s Pj ess 


141 

Missouri 

169 

Clyde. 


185 

Oil Company, The 

347 

Coachmen .... 


249 

University .164, 

165 

Coal agents 


249 

Columbian Exposition 137, 140, 

150 

inspectors . 


249 

University . 

164 

miners. . 

. 

249 

Columbus 

147 

mining 


253 

Ohio.120, 169, 

483 

Coke foremen 


249 

the discoverer 

410 

Colbert. 


23 

Comanches 

234 

Colby University 


164 

Comenius . 308,309,312,321, 

331 

Colfax, Schuyler 


193 

Commerce.97, 

99 

Colgate University. 


164 

Industry and. 

279 

Coliseum. 


115 

Commercial future. 

94 

Account of 


115 

science taught by mail 

430 

Collectors . 


249 

Commissioner General, American 130 

College . 

27, 

221 

of Education. 

166 

Augusta . 


194 

Commons, House of .12, 39, 95 

Dartmouth 

195, 

196 

Community, Our duty to the. 

116 

Franklin 


202 

Complete Architectural Course 

479 

Georgia 


168 

Architectural Scholarship,The 477 




















































































526 


PAGE. 

Complete Coal Mining Course, The 474 


Commercial Scholarship 256 

Mechanical Course. 417 

Mechanical Course 437, 469, 470 

Mechanical Scholarship .... 426 

Mining Course, The . 429 

Concentration 32,102,105, 161 

Conchology 348 

Concord, N. II. 200 

Vermont. 131 

Conditionsof wage earner met 241 

Confederate commander.. 235 

private ... 134 

Confederates . 235 

Congress 40,41,130,213, 218,355, 356, 404 

Actof. 313 

American 147 

Continental 200, 219 

Fifty-Third 134 

First 198 

Fortieth . 201 

Forty-First. 223 

Forty-Second. 223 

Forty-Third . 223 

Member of. 202 

Nineteenth 196 

Thirty-Eighth 201 , 218 

Thirty-Fifth. 195, 202, 204 

Thirty-Fourth . 192, 193, 195 

Thirty-Ninth. 199, 201 

Thirty-Seventh 199,201,218 

Thirty-Sixth.199 

Thirty-Third. 395 

Congressional directory 134 

Congressman. ... 129 

Congressmen. 34 

Connecticut. 198,285, 286, 332 

Literary Institute 192 

Constantinople 292 

Constitution of United States....67, 198 

Contentment. 77 

Contest, Life a . 32 

Continent, American 27 

Contractors 248, 249 

Convention, Bloomington. 194 

Chicago. 134, 194 

Commercial . 202 

National. 195 


PAGE. 


Convention, Philadelphia Loyal¬ 
ists . 197, 201 

Philadelphia National Union 194 

Republican . 131 

Richmond 200 

State Constitutional.193 

Submarine Cable.. 130 

Whig National 193 

Conventions, National 40 

Conversation. < . 246 

Cook, Joseph 344 

Cooper Union 180 

Copper and manufacture of. 82 

Corean forts . 342 

Corinth. 198 

Cornell. 162 

University 164, 165, 169 

Corning, la. ... 482 

New York 478 

Correspondence Courses, Our. 240 

Instruction ... 259, 260 

Instruction, Origin of . 259 

School of Bookkeeping and 

Stenography, The. 429 

School of Civil Engineering, 

The. 424 

School of English Branches. 256 

School of Mechanics, The 427, 428 

School of Mines, The. 473 

School of Steam Engineering, 

The.419, 422 

Cortez, Ferdinand . 263 

Corvallis, Ore. 169 

Corwin, Thomas .. 199 

Cosmopolitan, The . 244 

Cotton-gin . 229 

goods. 273 

Manufactures of 82 

States Exposition 445 

Countess of Anjou. 266 

Country. 24,27,30, 

31, 72, 77, 78, 79, 80, 289, 302, 315 

Duty to. 253 

Courage . 25 

Courbet 174 

Courtesy . 32 

Court of common picas. 201 

English 196 




































































527 



PAGE. 

PAGE. 

Court, French 


196 

Cummings, Congressman 

356 

of Errors 


193 

Robert W. 

475 

of Queen Elizabeth 


147 

Curnow, Robert . 

467 

Courtship 


245 

Curran 

21 

Coxe, Peter . 


115 

Cycles, and parts of 

82 

Crafts, Mr. . 


34 



Crampton, Sir John F. 


197 

|)AIRYMEN. 

249 

Creator 


484 

Dakota. 

285 

A beneficent. 


366 

Dakota, Territory of ... 

364 

Cregan, James H. 


467 

Dancing . 

67 

Crime . 

65, 

66 

Danger, Sources of. 

10 

Cost of . 


87 

Dangers of home 

19 

Increase of 


86 

Dante . 

296 

Critics, Army of .. 


389 

Darling, Grace 

404 

Crcesus, Mr. 

...... 

176 

Dartmouth College... 132,164, 

348 

Crompton, Mr. 

.. 

271 

Darwin’s wonderful success. 

107 

Crook, General. 


123 

I). A. Tomkins Co. 

477 

“ Cross of gold ” . 


134 

Daughters df the Republic. 

154 

Crusade . 


302 

Dauphin, Tutors of. 

317 

Crystal Palace 


212 

David Starr Jordan on education 

29 

Cuba 

25, 81, 

356 

Davis, J. Newman. 

467 

Freedom of. 


357 

Day of correspondence instruction 

240 

Independence of. 


357 

of self-made man. 

237 

Cuban legislation 


357 

Dead languages . 

246 

question . 


196 

Dealers in electrical supplies . 

248 

rights.. 


356 

in steam-engineering supplies 

248 

Culture and wisdom. 


154 

De Beers’ Consolidated Mines, Ltd. 

126 

Business . 


32 

Mining Company 

126 

Egyptian 


290 

Debt of science to industry. 

276 

Ethical 


54 

Decatur . 

475 

Intellectual. 

58, 61, 70, 

303 

Decimal system 

266 

Literary . 


76 

Declaration of American Inde- 


Mathematical 

.184, 

185 

pendence. . 67, 

461 

Normal. 


54 

of Independence. 198, 200, 

218 

Personal 


32 

Decorations, Intramural 

151 

Religious 


32 

Definitions. 

378 

Social . 


32 

Defreval . 

113 

Culture, Physical : 



De Guimps 

327 

Care of breath . 


53 

Delaware 285, 286, 

343 

Care of clothing . 


53 

College. 

168 

Care of eyes 


53 

Delphine edition of classics 

317 

Care of nails. 


53 

Demands of practical life . 

76 

Care of person. 


53 

Democratic National Committee 

134 

Care of teeth 


53 

Partv.137, 

213 

Cultivation of voice 


53 

plurality. 

356 

Ventilation 


53 

Republic. 

214 

Walking . 


53 

tendency in art. 

175 

Cumberland County, Pa. 


219 

Denver, Col. 

465 



















































































528 



PAGE. 


PAGE. 

Derby, Earl of 

116, 

405 

| Doctors, Female . 


146 

Design 


145 

Dole, Arthur G. 


479 

Designers 


426 

Dollond, John 


113 

Designing 


101 

Domestication of animals 


263 

and ornament 


145 

Dominance of brain 


93 

Detroit. 

190, 

191 

Douglas, Stephen A. 


194 

Branch 


&54 

Dover, Del.. 


168 

Hillsdale, and Southwestern 


Plains, N. Y. 


192 

Railroad 


354 

Draftsmen ... 

256, 

426 

Lansing, and Northern Rail- 


Opportunities of 


426 

road 


355 

Drake, Sir Francis 


124 

Michigan 


464 

Drawing . 

145, 

247 

Development of the intellect 


58 

Architectural. 


384 

Deventer. 


300 

Art of . 

69,171, 

172 

Devonshire, Duke of 


405 

Educational value of 


65 

Dialectics 


299 

from the antique 


172 

and rhetoric 


299 

Instruction Papers on 


391 

Dialogues 

316, 

318 

Mechanical 


384 

of the dead 

317, 

318 

Mental and moral influence of 387 

Diamond diggings 


125 

Method of teaching 


385 

Diana . 


139 

Our Course in 


384 

Dickens, Charles 


370 

plates 


379 

Dickinson, Daniel S. 


193 

plates, Arrangement of 


391 

Dictionary, English 


43 

Principles of. 


172 

Didactica 


309 

Use of 


65 

Dighton, Mass. 


192 

Value of 


385 

Digits . 


266 

Dreaming and doing 


116 

Dignity of labor 


283 

Dressing skins 


146 

Diligence 


370 

Dressmaking 


146 

Diplomacy 

294, 

295 

Drexel Building 


469 

Discipline 

27, 

106 

Driver bosses 


249 

and character 


10 

Drivers in mines 


249 

Mental 


244 

Duchess of Savoy. 


269 

of adversity 


36 

Duck, Stephen 


110 

of self-control 


37 

Duke of Burgundy 316,317, 

319 

Discourse on universal history 


317 

Durham, Conn. 


227 

Discovery of letters 


265 

New Hampshire 

• 

169 

Disease, Prevention of 


246 

Dutch 

23, 

174 

Treatment of 


246 

art 


175 

District of Columbia 

285, 

286 

colonists. 


332 

Divine image. 


484 

farmer . 


125 

Providence 


463 

Louis XIV and the 


23 

Division of labor 

73, 

278 

schools 


332 

Doctor Johnson 


308 

Dutchmen 


124 

Spiers 


318 

Duty. 


10 

Thomas Arnold 


318 

of an American citizen 


67 

Verlet . 


318 

of education . 


75 

Wilson, of Cincinnati 


204 

of parents 


299 






























529 


PAGE. 


Duty, The state’s. 88 

toGod and man . 82 

Duval, General 123 

Dynamo tenders. 248 


£AGLE IRON WORKS 469 

Early 122,235 

Early’s force. 236 

East.78, 135, 233 

Barth,W.Va. 473 

Indies . 272 

Lothian colliers 108 

New York . 465 

Our duty in the Far 96 

Poultney, Vt. 206 

Rock. 232 

States of the ... 157 

Tennessee and Georgia Rail¬ 
road . 195 

The..464 

Eastern Empire .291,296 

magnificence. 36 

nations. 289 

States . 137 

Ecclesiastical reform 294 

Eddy, Henry T. 183 

Eden. 133 

Edison, Thomas A., the inventor 410 
Educated firemen and stokers 84 


Education.7, 9, 22, 25, 26, 29, 

45, 47, 48, 49, 50, 55, 57, 60, 66, 
73,143, 153, 154, 155, 227, 240, 
258, 289, 295, 297, 298, 299, 304, 


307, 308, 309, 310, 312, 313 331, 381 

A classical . 46 

Advancement of 9 

A helpful . 376 

Aim of. 7 

Ancient and modern ..... 69 

and character 9 

and national character . 21 

and success . 32 

a protection . 31 

as insurance . 31 

Blessing of technical 79 

Board of . 142 

Citizenship and . 21 

College .29, 30 


PAGE. 

Education, College, open to all .. 381 

Commissioner of.166 

Common-school .193 

Defects of modern . 46 

Discipline of . 32 

Diversified nature of true 155 

Duty of 75 

Early. 139 

End of . 45 

English .194, 198, 201 

Ethical.55, 56, 57 

Expense of a college.164 

for all, A technical. 243 

force. 331 

Herbert Spencer on 45 

Higher . 31 

Hygienic . 57 

Industrial 

.57, 65, 66, 76, 89, 172, 179, 287 

in Southern states .335 

Legal 138 

Liberal. 227 

Meaning of .33,59, 89 

Mere literary culture is not ... 49 
Monumental character of 156 

National. 331 

New . 57 

Object of technical. 68 

of the child. 304 

of the individual 283 

of the old Greeks.287 

Old idea of. 48 

Playfair’s definition of tech¬ 
nical . 68 

practicable, An ethical . 55 

Prevailing idea of . 45 

Public-school.75, 76 

Purposeful. 48 

Purpose of . 65 

Russell on technical. 98 

Scheme of ....' 244 

Shallowness of ideas on . 49 

Struggle for an. 214 

Teaching of technical .103 

Technical .65, 68, 

69, 77, 79, 94, 98, 101, 102, 103, 106 
The International Correspond¬ 
ence System of. 260 


































































































530 


PAGE. 

Education, Theoretical . 65 

Threefold aspect of . 8 

True. 59 

True definition of 7 

Universal. 22 

Usual definition of 7 

Value of industrial 6(5 

Various definitions of . 408 

Educational advance 166 

advancement .242 

characteristics of the 19th cen¬ 
tury 256 

institutions. 289 

reformers. 260 

system . 160 

value of drawing 171 

value of subjects taught in 
technical colleges 183 

Educator, Home as an 13 

Educators, Mother and father as 18 

The world’s . 253 

Edward Everett Hale’sopinion 88 

Edwards, Hon. Pierpont. 233 

Miss Henrietta F. 233 

Effect of companionship 313 

of precise science . 182 

Effects of early training 312 

Egyptians 263, 265, 267, 289, 290 

Egypt, Upper 109 

Elcho, Lord. 108, 109 

El Dorado 128 

Electrical . 255 

contractors. 248 

employees have become super¬ 
intendents 241 

engineering. 255, 417 

engineers. 248 

inspectors, experts, etc. 248 

occupations .248 

works, Apprentices in. 440 

Electricians .!. 248 

Electricity .67,182,239, 243 

Our Course of . 477 

School of. 368 

The Correspondence School 

of. 247, 254 

The International Correspond¬ 
ence School of. 440 


PAGE. 

Electric lighting 255 

mining. 255 

power and lighting 255 

railway. 255 

Electromagnetism. 102 

Electrotherapeutics ... 255, 368 

Elementary mechanics. 427 

Elements of good character . 336 

Classes of. 336 

Element, Supreme . 55 

Elevator operators, signal men,etc. 248 

Eliot, George .297, 373 

George, Famous saying of . 373 

President .22, 28 

Elisha Gray . 352 

Elizabeth 269, 270, 306 

Court of Queen. 147 

Queen . 175 

Elkhart, Ind. 481 

Kllerslie library . 130 

Elliot, Sir George. 109 

Elmira College 170 

New York 170 

Reformatory. 52 

Elyria, Ohio . 468 

Emancipation, Woman’s.153 

Emerson .13, 39, 59, 103, 381 

on character. 8 

Emerson’s view .382 

Emigrants, Greek . 296 

Emile 312,314,320 

Emperor Rudolph . 266 

Empire, Star of 133 

State ... 129 

Employees . 422 

and wages . 285 

Employment, Choosing an 101 

Universality of industrial 73 

Em ul ators, French. 66 

Enderbrock, William. 482 

Energy, Intellectual. 177 

Engineer .72, .73 

Professional . 186 

The capable . 418 

Engineering, College of Civil .162 

Courses, The . 389 

Educational value of. 65 

The profession of. 423 




























































































531 


PAGE. 

Engineers.36, 417, 423 

American Society of Civil 163 

Classification of . 421 

German . 83 

licenses. 419 

office assistants . 249 

England.56, 95, 96, 99, 117, 

123, 125, 126, 139, 175, 212, 226, 

264, 266, 268, 269, 270, 271, 272, 

275, 278, 282, 307, 308, 311, 312, 348 

Grand old . 484 

Prime Minister of . 39 

England’s ally 124 

South African policy ... 123 

English. 25, 

98, 246, 266, 268, 272, 312, 332, 405 

Branches. 243 

Branches Course, Classes bene¬ 
fited by the. 457 

clergymen . 124 

climate. 125 

counties . 340 

country gentleman. 177 

dictionary . 43 

government . 197 

humanity . 178 

language. 151, 200, 332, 388 

market. 229, 231 

painter. 174 

poets. 116 

political writer. 176 

possessions. 124 

railroads. 348 

rule . 124 

schools.. 175, 332 

speaking people 26 

tanner. 11 

teacher. 306 

territory in South Africa.124 

Englishman 124 

Englishmen ... 9S, 405 

Enquirer, The . 360 

Enrolment, Our representative 398 

Entomology . 348 

Environment. 402 

Influence of . 16 

Ephesus . 218 

Epochs of industry. 277 


PAGE. 


Equality . 66 

Era, New.287 

Woman’s.147,150, 153 

Erasmus 268, 300, 302, 303, 304, 305, 409 

Erben, Admiral . 24 

Erie County . 43 

Pennsylvania . 207 

Erskine, Lord Chancellor . 21 

Essence of educational reform... 260 

Essex. 342 

Establishments, Prussian 83 

Esthetic or fine arts . 68 

Ethical Society. 141 

Ethics .245, 311 

General principles of. 245 

International .. 295 

of the professions.245 

Practical lessons taught by.245 

Ethnology . 67 

Eton . 340 

Euclid . 290 

Euripides. 446 


Europe .12, 81,95, 96, 97,127,138, 

157, 158, 163, 180, 196, 212, 256, 

263, 265, 267, 268, 279, 281, 282, 

291, 292, 297, 312, 352, 372, 380, 399 


Great powers of . 96 

European . 258 

civilization. 294 

countries. 266 

power . 97 

reputation. 323 

squadron. 341 

Evans, Captain. 342 

“ Fighting Bob ”. 342 

Evansville, Ind.. 482 

Eve. 134 

Evelyn College. 170 

Everett.214, 216 

Edward .197 

Everybody’s Journal . 360 

Ewing, Hon. Thomas. .. 220 

Exact measurements. 181 

Example more than precept... 17 

of Massachusetts. 179 

of quenchless zeal . 105 

Pitt’s illustrious. 39 

Power of. 18 































































































532 


PAGE. 


Example, The mother’s . 17 

Watt’s inspiring 110 

Examples, Other. 21 

Exercise, Compulsory.246 

for the reason . ... 188 

Exeter, N. H. 190 

Existence, Critical period of 441 

Expansion, Need of 68 

Schemes for colonial . 126 

Expense, Question of .397 

Experience. .71 

The testimony of ... 55 

Exportation of domestic manufac¬ 
tures . 80 

Exports, Table of . 82 

Exposition, Columbian .... 150 

Express messengers and agen’s 249 
Extraction, McKinley’s 119 

pACTS, EDUCATIONAL .258 

Failure, Success and .103 

Failures of life. 107 

Failure to adapt means to ends 89 

Fair, World’s. . 175 

Faithful, Emily 146,148 

Family . 7, 8, 14,19, 23, 48, 66. 70 

Far East . 96 

Fargo, N. Dak.169 

Farm, W. Va. 170 

Farmers and planters .249 

Farmers’ Alliance.133 

Monthly Visitor . 201 

son, The . 441 

Farmer, The freedom of the 92 

Farmington, N. H. 214 

Fates, The . no 

Faun.318 

Fay. 225 

Farm.226 

John . 226 

Fayetteville, Ark. . ... 168 

Feathers and flowers, Artificial 146 

Fellenburg at Ilofengl. 57 

Fenelon.253, 316, 317, 318, 319, 409 

Fenelon’s fables.316,317 

writings . 317 

Ferguson and Dollond . 113 

Fertilizers . 82 


PAGE. 

Fessenden .223 

Feugere 306 

Fichte . 331 

Field of The International Corre¬ 
spondence Schools. 287 

Unlimited .461 

“ Fighting Bob ”. 343 

Fillmore, Millard . 41 

Mr. 43 

Nathaniel . 41 

President.196, 199 

Fillmore’s early life . 42 

persistent efforts. 43 

Firearms .232, 269 

Fire bosses 249 

Fireman .240 

Firemen .241, 417 

Fireworks 146 

First silk factory.269 

stone bridge .269 

Fisher, Fort . 343 

Fisher’s Hill . 235 

Fitness for the church, Pestalozzi’s 320 

Flag . 97 

United States. 119 

Flamsteed .181 

Flanders .84, 268, 275, 278 

Flandrin, Ilippolyte . 174 

Flax . 264 

hemp, and jute manufactures 82 

Fleet, Spanish 25 

Fleming, David .467 

Flint age. 262 

Florence .'.‘.....176, 178, 296, 297 

Hospital . 445 

Florentine republics. 278 

Floriculture . 101 

Florida .285, 286 

Agricultural College .168 

Flower, Mr. G. W. 56 

Folk-lore. 140 

Foltz, Mrs. Clara....136,137, 138 

Food .246, 268 

Force, Character a motive. 9 

Forces, Moral. 28 

Forefathers, American. 66 

Foreign Affairs, Committee on .... 356 
Foremen of electrical factories. 248 


























































































533 


PAGE. 

Formulas. 391 

Forsythe, Major . 228 

Fort Collins, Col. 168 

Duncan . 234 

Salisbury... 127 

Sumter. 119 

Warren. 202 

Wayne and Jackson Railroad 354 

Wayne, Ind. 52 

Fortress Rosecrans. .. 198 

Fortune . 91 

Dame. 355 

Forum . 77 

Forward . 436 

Foster, Hon. John W. 373 


Mr. T. J.242, 253 

Foucault. 182 

Founding of libraries. 300 

of The International Corre¬ 
spondence Schools. 253 

Fowell Buxton 374 

Fox. 12 

France.,.12, 

23, 38, 81, 82, 129,130, 132, 181, 

191, 200, 212, 266, 269, 270, 275, 

278, 282, 312, 317, 318, 319, 405, 433 

King of. 269 

Minister to. 130 

Revolutionists of. 66 

Francis, Young. 364 

Francke .253, 257, 409 

Frankfort, Ky. 169 

Franklin.112, 118, 343 

Benjamin . 369 

Fraternity. 66, 79 

Frazar, Charles L., Jr. 472 

Frederick County . 341 

Freedom. 461 

Beginning of. 278 

of thought . 303 

Free-Soil party. 216 

Freiburg organ. 404 

Fremont .. 222 

campaign . 213 

French .66,110,130,142,159, 177, 

246, 269, 317, 319, 323, 348, 375, 405 

army. 323 

Miss Alice . 77 


PAGE. 


Frescos. 145 

Friends’ Polytechnic School. 168 

Frith. 174 


Froebel. 253,321,409 


Frost, Charles C... 349 

Fruit growers and gardeners. 249 

Fryeburg in Maine. 195 

Fuertes, Professor. 162, 163 

Future, Commercial . 94 

Industrial .... 95 

of America. j 61 

of college students.162 


QALLAGHER, CHARLES H. 464 

Gallinger, Senator... 356 

Gallitzen, Pa.. 474 

Gambs, Charles V.. 468 

Gannon, Miss Mary N.. 445 

Gardner Electric Light Co. 478 

Garfield .35, 40, 118, 131,132, 224 

as a teacher . 40 

in the War of the Rebellion. 40 

Lincoln and . 39 

Gascoigne, William. 181 

Gas engineers .. 254 

fitters. 248 

fitting . 417 

Fitting Course. 255 

Gaul . 291 

General Land Office, Commissioner 195 

manager. 394 

Genius.9, 173, 175, 178 

and character . 9 

Inspiration of . 173 

Men of . 9 

of liberty. 177 

Gentleness .396 

Geography. 214,295, 306, 311 

Pedagogics of . 256 

Political .. 247 

Geology.160, 348 

Geometry .186, 290, 311, 376, 427 

George, Henry. 133 

Georgetown, Demerara, British 

Guiana. 467 

Georgia.202, 204, 285, 286, 336, 337 

Industrial College for Colored 
Youths. 168 


































































































534 


PAGE. 


Georgia planter . 228 

Railroad, East Tennessee and 195 
University of 168 

Georgium Sidus . 112 

German.110, 

142, 246, 266, 299, 318, 323, 348, 405 

engineers. 83 

humanity . 178 

Protectorate . 124 

Germany .38, 81, 82, 234, 

268, 270, 278, 282, 312, 331, 405, 433 

Scholastic . 50 

Universities of.292 

Gertrude 321 

Ghibellines. 178 

Gibbon .115,262, 338 

the historian 410 

Gibbs, Charles M.466, 479 

Giddings. 216 

Gilbert. 161 

Gillespie, Maria . 220 

Giving of alms. 90 

Gladstone. 12, 103, 343, 404 

the statesman 410 

Glasgow . 185 

University . 108 

Glass .269, 270 

works, First 272 

Glaucus . 268 

God .36, 37, 88, 118, 148, 218, 

237, 238, 288, 308, 309, 313, 871, 463 

Duty to. 253 

Fatherof all, One. 484 

“God Almighty’s gentlemen ” 41 

Godlike end . 409 

spirit, The . 484 

voice. 435 

wisdom. 340 

God’s providence . 113 

Goeltz, William L. . 481 

Goethe. 70 

Golden, Col.168 

Gonzaga College.342 

Good Hope, Ill.. 475 

Goodrich, Dr. 227 

Gordian knot 265 

Gordon. 373 

Goshen 193 


PAGE. 

Gospel, Browning’s.383 

Gothic architecture . 174 

Govan, Scotland. 467 

Government .21, 87, 97, 247 

a mirror of the people . 74 

Dependence of citizens upon 247 

Forms of. 74 

Studies of forms of. 247 

Governments, Stability of. 28 

Governor.129 

George Clinton .333 

of Tennessee . 41 

Goyne Brothers . 470 

Charles A. 470 

Gradation logically consecutive 369 

of studies.304 

Grahamstown .125 

Grammar.186, 430 

Grammarians . 307 

Grammar, Pedagogics of.256 

Grandmother, Scott’s . 16 

Grand Rapids .355, 356 * 

Rapids and Indiana Railroad 355 

Rapids, City of .354, 356 

Grant. 36, 37, 38, 106, 107, 118, 

194, 213, 219, 235, 236, 237, 373 ' 

Gravitation, Law of .181 

Gray, David . 352 

Career of Elisha . 352 

Elisha 352, 353 

inventor . 352 

Parents of 352 

Great Barrington.192 

Britain. 38, 39, 81, 97, 405, 484 

Powers of Europe . 96 

West . 190 

Greatness only comparative. 9 

Source of. 22 

Grecian. 290 

sky. 282 

Greece .22, 70, 175, 278, 279, 2S4, 287 

and Rome, Schools of . 290 

Shores of. 345 

Greek .88, 

172, 246, 296, 299, 301, 302, 303 

An ancient. 17 

and Latin learning.297, 306, 308 

art . 172 

























































































535 




PAGE. 



PAGE. 

Greek authors 



295 

’ H ALE, EDWARD EVERETT 


89 

classics . 



294 

Hale’s opinion 



88 

colonies 



290 

Halley. 



181 

culture. 


291, 

292 

Hall, Nathan K. 



44 

learning . 



289 

Hamilton College 



164 

line of beauty 



172 

Hamlet. 



345 

literature. 



172 

Hamlin 



223 

masterpieces. 



172 

Hampton Normal and 

Agricul- 


mind .... 



172 

tural Institute . 



170 

myth. 



46 

Virginia . 



170 

Revolution 



196 

Hancock, General 



123 

schools. 



45 

Hands, Miss Alice J. 



445 

sculpture 



172 

Hand work 



30 

tongue ....... 



70 

writing 



151 

verses 



69 

Hanover 



132 

Greeks.115,116,177, 

263, 

265, 287, 

288 

County, Va. 



199 

Byzantine 



292 

II a use towns. 



275 

or Moors 



293 

Happiness, Conditions of 

married 245 

Greelev, Horace 


204, 205, 


Hardware men. 



248 

206, 207, 208, 209, 

210, 

211, 212, 

213 

Hardwood workers 



248 

an abolitionist 



212 

Hargreaves. 



271 

as a journeyman 



208 

Harlan, James 



194 

& Story 



209 

Harris, Dr. . 


166, 

167 

Greeley’s early years 



205 

Harrison County, Ky. 



194 

editorial work 



210 

General. 


191, 

224 

father 



206 

President.196, 

210, 

215, 

364 

first slave experience 


207 

Harrity, Mr. 



134 

political life .. 



213 

Hany Oddity von Foolville 


320 

ventures 



210 

Hartford. 



141 

Greelv, Lieutenant 



342 

Connecticut . 



477 

Green bush. 



192 

Hartlib, Samuel 



308 

Greene, General 



228 

Harvard 


157, 

344 

Mrs. 


228, 229, 

230 

College 


331, 

344 

Greensboro, N. C. 



169 

University . 



164 

Greensburg, Pa. 



473 

Hastings College. . 



136 

Greenville, Tenn. 



41 

General Russell 



122 

Griesmer, F. E. 



465 

Haus, The Rauben 



56 

Griffiths, David. 



465 

Haven, Solomon G. 



44 

Grinnell Land 



342 

Haverez, M. 



84 

Groceyne. 



297 

Haverford College . 



164 

Gross, Doctor. 



343 

Hawaii . 


.81, 

95 

Gnelphs 



178 

Hawaiian Islands . 



399 

Guizot . 


294, 

295 

Hayden, Miss Sophia. 



445 

Gulf Stream, The 



484 

Ilaydon. 


115, 

116 

Gunpowder . 



269 

Hayes, Ex-President 


. 

121 

Gunther, E. 



481 

President. 



101 

Gurney, Joseph 



370 

Rutherford B. 


121, 

122 

Gymnastics 



69 

Hazard, Frank 



468 
































































































536 


PAGE. 

Health, Physical. 70 

Science of . 246 

Heating 67,239,243 

and ventilation . 255 

and ventilation engineers 248 

Hebrew .299, 311 

Hebrews, Ancient .408 

Hedburg, E. 465 

Zinc Mining Co. 465 

Hegius. 800 

Hellas . 177 

Help, Financial and social. 434 

Helps, Sir Arthur. 13 

Hempstead, Tex.. 169 

Henry . 118 

II. 269 

Patrick. 199 

Professor. 102 

the Great.269 

VIII .268,269, 270 

Henshaw, S. Bert. 481 

Herbert . 21 

George.17, 19 

Spencer on Education . 45 

Hercules. 318 

Heretius, Bishop . 277 

Herodotus . 268 

Heroes . 49 

Herschel. 112 

Hess, Adam . 475 

Hestonville, Mantua, and Fair- 
mount Passenger Railroad Co. 469 

Higher Standards . 159 

High Schools . 83, 167 

Hilkoff. Russian Prince . 405 

Hill, Isaac . 200 

Hill’s New Hampshire Patriot .. 201 

Hindus. 289 

Hindustan .266, 268 

Hingham ('enter,Mass. 351 

Massachusetts. 351 

Hinsdale, Mass. 363 

History.71, 214, 225,247, 295, 299, 306 

American . 178 

Correspondence instruction an 

epoch in the world’s. 256 

of anti-slavery measures in 
Congress.218 


PAGE. 

History of civilization in Europe 294 


of the race 261 

Pedagogics of. 256 

Hobart College. 164 

Vice-President. 357 

Hoboken, N. J. 168 

Hofengl . 58 

Hogarth.114, 370 

Hogg, I)r. 108 

Holland. 23, 175, 269, 270 

Holometer. 182 

Holy Grail. 174 

Land 132 

Holyoke, Mount. 166 

Home.11, 17, 19, 23, 74 

an educator . 13 

a schoolhouse .395 

builders, World’s need of. 148 

Dangers of. 19 

Duty to. 253 

Instruction. 29 

Lasting influence of . 15 

life preparatory to social.. 14 

makes the man. 14 

study with textbooks . 399 

the best of schools. 19 

the cradle of law. 14 

the school of character 13 

Homer 115,265,266,267, 296, 309, 345 

Homes of the land, The . 367 

Honesty . 32 

Hood, General 234 

Hopkins, Arthur. 471 

Horace. 301 

Greeley. 204 

Horticulture 101 

Hosiery. 146 

Houghton, Mich. 168 

Memorial Chapel. 166 

House. 101, 199, 212, 223 

of Commons.12, 39, 95, 108 

of Representatives.40, 196 

Housekeepers . 249 

Houston, Sam 202, 203 

Howald, A. 483 

Hudson, Ind. 479 

Hudson’s Bay . 95 

Hugh Miller. no 

















































































































537 


PAGE. 


Huguenots . 

. 270, 275 

Hulsemann letter . 

196 

Humanity. 

.72, 461 

Instinct of. 

90 

Human nature 

117 

Humboldt . 

. 282 

William von . 

118 

Hume . 

280 

Hunter, John. 

. 338 

Hunt, Richard M. 

. 175 

Huntsville, Tex. . 

. 204 

Hutchins, Harold G. 

. 351 

Hutton, Dr. 

109 

Hutton’s Mathematics. 

348 

Huxley. 

90 

Professor 

32 

Hydraulic engineering ... 

. 

.67, 239, 243, 

255, 417, 424 


Engineering, The Correspond- 


ence School of 


247 

Hypocrisy . 


18 

Hypothesis. 


412 

[I)A 110 

285, 

CO 

cc 

CNl 

Idaho, University of 


168 

Ideas, Ability to form 


189 

Idleness. 

85, 

82 

Germs of .... 


91 

Preventative of 


65 

Ignorance, Knowledge versus 


25 


Iliad . 345 


Illinois.133, 285, 286, 337 

Legislature. 194 

University of. 168 

Illustrious miners . 108 

Imitator, The child an. 17 

Imperial British South African 

Company. 124 

Implements, Agricultural.81, 82 j 

Inadequacy of means for technical 

instruction. 82 

Increase of crime, The. 86 

Independence, The Declaration of 

American 67 

Indexes, The.392 

India.229, 263, 381 

Indiana .193,198, 285, 286 

University. 373 


PAGE. 


Indian affairs . 201 

aggressions. 190 

fighters 204 

Orinoco 46 

Territory 285, 286 

tribes.191 

warrior 50 

Indians . 203, 263, 342 

Indies, East . 81 

Individual, Education of the ... 283 

Rights of the. 78 

Individualism. 108 

Individuality 136 

Industrial biography 225 

education .87, 338 

enterprises, Promoter of. 415 

future, The.. 95 

regime, The . 281 

rivalry . 99 

Industries . 146 

Mechanical .239 

Refined. 99 

The great.273, 274 

Industrious, Opportunities for the 35 
Industry, 34, 35, 40, 88 , 144, 261, 267, 

268, 271, 277, 278, 280, 281, 284 , 370 

a humanizing influence . 280 

and commerce. 279 

Artists as examples of . 114 

a science. 275 

averse to superstition . 280 

Epochs of .277 

Habit of . 91 

Influence of . 279 

in its mental and moral aspect 280 

Instinct of . 30 

in the United States .272 

in the vegetable kingdom 282 

Men of. 9 

Progress of 268 

Prussian . 83 

Systematic. 56 

Terra incognita of. 105 

Transforming influence of 283 

Infantry, Fifth U. S.. 120 

Infinite, Children of the . 438 

Influence of environment. 16 

Influences, Educational. 27 














































































































538 


PAGE. 


Influences, New England 91 

Innate tendencies . 313 

Innovation, Spirit of 360 

Institute, Rensselaer Polytechnic, 

The.163 

The Stevens 164 

Institutes, Mechanics’ 112 

Polytechnic 275 

Scientific. 102 

Institution, British Iron and Steel 405 

Smithsonian . 102 

Institutions, American 12 

Democratic . 214 

Educational . 55 

of learning, Purpose of 154 

Republican. 213 

Stability of. 24 

Instruction, Lack of practical 72 

Extent of our. 452 

Individual. 381 

International Correspondence 

. 377, 379, 388, 413 

Literary . 76 

Order of .379 

Our method of.477 

Paper.377, 386, 390 

Papers .253, 

.254, 379, 387, 388, 469, 470, 476 

Primary . 22 

System of. 77 

Technical 68 , 79, 82, 83 

The day of correspondence 240 

Instructors. 259, 379 

University . 83 

Instruments for scientific purposes 82 
Insurance agent .146 

Integrity 34, 36, 40 

Men of 9 

Intellect 58, 59 

cultivated .... 88 

Development of the 58 

Essentials of . 161 

Growthofthe 58 

Maturity of. 59 

susceptible of culture 55 

Intellectual studies 69 

Intelligent workmen are good cit¬ 
izens . 85 


PAGE. 


Interior, Minister of the. 84 

International Correspondence 

Course of Mechanics, The 440 

Correspondence education. 368 

Correspondence instruction 

877,379, 388, 413 

Correspondence method. 411 

Correspondence method of 

teaching. 432 

Correspondence methods, The 446 
Correspondence Schools, The 
direction of The. 440 


International Correspondence 

Schools, The. 

72, 76, 77, 98, 152, 153,157, 159, 

170, 239, 241, 242, 243, 244, 247, 

248, 253, 256, 259, 288, 365, 367, 

409, 436, 438, 440, 443, 448, 452, 

461, 462, 465, 469, 473, 476, 479, 482 
Correspondence system of edu¬ 


cation .287 

Correspondence system of in¬ 
struction . 287 

Correspondence system, The 

. 78, 

239, 240, 260, 338, 364, 376, 437, 476 

Exhibition. 116 

Intuition 144 

Invention . 100 

Mother of 29 

of printing, The 295 

Inventions 69, 294 

Inventive mind-building process 189 

Iowa 77, 79, 91,134, 135, 285, 286 

Agricultural College. 169 

Iowa’s farmer statesman 134 

Irish-American.220 

Irishman.233 

Iron .262, 267, 268 

and steel manufactures . 82 

industry .348 

works, First . 272 

Irving, Washington. 42 

Irwin, W.L. 466 

Isabella Association, Queen 137 

Isolated localities . 398 

Israel. 22 

Israelites . 289 

































































539 



PAGE. 


PAGE. 

Italian. 

... 174, 177, 311, 

323 

Jove, Son of 


318 

humanity 


178 

Jupiter, Son of 


318 

republics, The 


275 

Jurisprudence 


293 

Italians. 


177 

and Reform, 

World’s Con- 


Italy. 212 , 

282, 291, 292, 294, 

296 

gresses of. 


137 

Republics of 


178 

Justice 

.32, 

88 

Ithaca, N. Y. 


169 

Justinian . ..yf.... 

268, 

311 

JACKSON, 49,118, 

191,196, 200, 202, 

204 

T/AFFIR 


125 

^ Jackson, Miss. 


133 

Kansas 

.133, 285, 

286 

Jacobs 


125 

Kansas Agricultural College 

169 

James I . 


270 

Kay, John 


271 

River canal 


236 

Keene, N. H. 


472 

Jamestown. 


272 

Kelley, General 


123 

Janitors . 


249 

William D. 


201 


Japan.81,82, 97, 163, 373, 

Japanese government . 

schools. 

T F. f!. 

381 

373 

175 

349 

Kelly, George L. 

Kenard, Monsieur 

Kendalville . 

Kennebec 

# 

. 471 

. 101 

. 354 

223 

Jefferies, A. B. 


483 

Journal 


... 222 

Jefferson. 

157, 190, 

192 

Kensington Art School. 

. 140 

City, Mo. 


169 

Kent. 


268 

Wisconsin . 

. 

480 

Kentucky . 

.199, 285, 286 

Jeffersonian, The. 


210 

Agricultural and Mechanical 

Jehovah, Faithful servants of . 

408 

College. 


. 169 

Jericho. 


90 

Senate of. 


. 198 

Jersey City . 


142 

Kenyon College 


. 165 

Jesus Christ . 


57 

Kernstown. 


. 122 

Johann, Charles W. . 


482 

Ketchin, A. J., & Son 


. 473 

Johansson, Albin L. . 


470 

W.M.. 


473 

“John ” . 

.358, 

360 

Keys, The . 


... 392 

Johns Hopkins University 


165 

Kimberley. 


.... 125 

Johnson, Andrew. 

41, 

132 

Mines . 


126 

Dr. 

.307, 

308 

Kindergarten 

.100, 155, 304 321 

President. 

.194, 

202 

Kinderhook 


. 192 

Johnston, Eastman 


174 

King. 


. 238 

General. 


235 

Edward III 


. 269 

Joiners and stair builders 


248 

King’s College. 


. 332 

Jones, Arthur Bagett. 


464 

Kings County, L. I. 


197 

F.B. 


467 

Kingsley, Charles ... 


. 104 

Senator. 

. 

134 

Kitto. 


.... 345 

Joplin, Mo. 


465 

Knowledge. 



Jordan, David Starr 

.29, 91, 153 

26, 33. 34, 35, 46, 50, 59, 60, 

67, 

Joseph. 

.37, 

238 

68 , 140, 155, 161 

304, 305, 314, 315 

Journalism 


245 

a strong tower 


... 413 

Journalist, The. 


450 

Branches of 


.... 75 

Journal, The Kennebec 


222 

Elements of . 


. 70 

Journeyman 


241 

God-given . 


... 484 










































































































540 


PAGE. 


Knowledge, Intrinsic value of 

. 46 

is power . 


242 

Literary . 


49 

Love of 


59 

Scienti fic. 


49 

The infants’progressive 

15 

Theoretical . 


.67, 84 

versus ignorance . 


. 25 

Knowledges. Relative 

values 

of 47 

Knoxville, Tenn. 


169 

Krainek. Fred. 


470 

Krugersdorp, S. African Republic 467 

Krusi.. 


. 323 | 

K Street 


. 357 j 

[ ABOR 

215, 

281, 284 | 

Labor, Dignity of... 


. 283 

Labor, Division of ... 


73, 278 

Reward of 


. 75 

Laborers 


249 

Laboring classes 


273 

Lafayette 


11 

College. 


165 

Indiana . 


. 169 

Laidlaw, Frank . 


. 481 

Lake City, Fla. 


. 168 

Shore and Michigan Southern 


Railroad. 353, 354 

Shore and Northern Indiana 


Railroad .353, 354 


Shore Railroad. 

.353, 354 

Laleham 

. 340 

Lamp trimmers. 

. 248 

Lanarkshire . 

108 

Lancashire.... 

112 

South 

. 23 

Lancaster, O_ 

. 220 

Langley, Professor ..... 

. 182 

Language. 

.48, 302, 304 


and mathematical symbols. 188 


Resources of . 302 

Use of.48, 302, 304 

Languages .158, 

246, 298, 299, 300, 305, 310, 311 

Study of . 305 

The. 310 

Lansing division. 354 

Laramie, VVyo.. 170 


PAGE. 

Lardner, Admiral 342 

Laredo, Tex. 466 

Las Cruces, N. M. 169 

Latin . 46,88,118,221, 

246, 266, 296, 299, 301, 302, 303, 

306. 307, 308, 315, 319, 348, 349, 375 

and Greek .310, 311 

authors. 295 

books. 344 

classics.301 

language .193, 291 

Laurens Court House, S. C. 41 

Lavoisier. 161 

Law.14, 245 

Club, Portia .138 

Guarantee of. 29 

International 97 

Knowledge of . 182 

Obedience to. 70 

of perspective. 172 

Tariff . 196 

Lawrence University. 165 

Laws, National . 70 

of nature. 33 

Lawyer, Qualifications of the suc¬ 
cessful . 449 

The. 449 

Lawyers. 21, 36 

Women as . 135 

Leading schools and colleges 167 

League, The Hanse. 278 

Learning, Institution of . 154 

New . 294 

Leather . 273 

Manufactures of. 82 

Working in. 145 

Leckey. 281 

Lecturer on astronomy. 140 

Lectures, Popular . 71 

Ledger, New York.207 

Lee. 123, 236 

Amos .. 466 

Massachusetts . 192 

Lee’s flag of truce. 236 

surrender .236 

Legal responsibility, General ideas 

of. 247 

Legion of Honor.352 






































































































541 


PAGE. 


Legislation, Branch of 101 

Legislature 215 

Illinois.194 

Massachusetts . 215 

National 223 

Ohio 199 

Lehigh University .165, 168 

Valley Cold Storage Co.475 

Leland Stanford University . 29 

Leonard and Gertrude.321, 322, 325 

S. E. 467 

Leo Pilatus. 296 

Letter writing. .. 430 

Levite . 90 

Lewis, Weston . 351 

Lexicographers . 7 

Lexington, Va. 168 

Kentucky . 169 

Liberal party .213 

Liberty.281, 461 

Bulwark of. 79 

Equality, Fraternity. 66 

Genius of 177 

Libraries.299, 300 

Public . 72 

Library, Caliphs. 291 

License, Steam engineering. 421 

Life . 66, 246 

a contest . 32 

a fine art . 402 

American . 77 

Blaine’s college . 220 

Chief business of . 51 

Conveniences of . 69 

Fillmore’s early .42 

Greeley’s political 213 

Journey of 53 

Object of. 58 

Pioneer. 178 

Political. 26 

Preparation for .72 

The failures of .107 

Whitney’s early . 226 

Lighthouse keepers 249 

Lihne, Kauai, Sandwich Islands 467 
Li Hung Chang 373 

Lille . 84 

Linacer 29 7 


PAGE. 

Lincoln.13, 36, 40, 

118, 119, 213, 214, 217, 237, 343, 404 

Abraham. 194 

Abraham, the emancipator 410 

and Garfield .. 39 

a surveyor. 40 

County, Kentucky. 198 

in Black Hawk war 40 

Institute . 169 

Nebraska. .169 

President .120, 148, 193, 199 

Linemen. 248 

Litchfield County, Conn. 193 

Michigan.353 

Literary culture . 76 

instruction. 76 

Literature . 

23, 101, 291, 292, 302, 303, 304, 306 

English. 216 

Greek . 172, 296, 297 

Literatures. 158 

Lithography . 443 

Livermore, Mrs.404 

Liverpool College . 116 

Lives of the poets . . 307 

Living for a reason. 103 

Livingstone .109 

the missionary. 410 

Lloyd,John . 469 

Loader bosses . 249 

Loadstone . 17 

Loanhead collier.109 

Lobengula. 127 

Locke.307, 311, 312, 313, 314, 315, 409 

(now Summerhill). 41 

Locke’s lofty conception of teach¬ 
ing . • 315 

Locomotive engineers . 248 

firemen.248 

Logan, Utah . 169 

Log cabin, The 210 

London.101, 

114, 115, 125, 212, 268, 270, 348 

England .139, 335 

Londonderry. 205 

Lone Tree, Neb. 354 

Loofbourrow, E. C. 468 

Lopez.. 498 










































































































542 


PAGE. 

Lord God, Our. 299 

Palmerston. 197 

Lords. 270 

Lord’s, The. 438 

Lorenz, Otto . 466 

Lough . 116 

in London. 115 

the English sculptor.114, 115 

Lough’s ideal . 116 

success. 116 

Louisiana.285, 286 

Louisville, Ky. 198 

New Albany, and Chicago 

Railroad . 354 

Louis XIV.269, 316, 317, 319 

Ixivableness of Life, The. 383 

Love . 245 

Christian. 56 

Spirit of . 17 

Lowe. 49 

Lowell. 141 

Lowther, Mr. 83 

Loyalty. 24 

Loyd, Mr. 347 

Lumber manufacturers . 248 

Luther.38, 225, 298, 299, 300, 301, 312 

Martin.8, 12 

The Reformer . 410 

Luther’s curriculum. .98 

view . 8 

Lvcurgus. 311 

Lydians . 266 

Lynchburg, Va. 170 

Lynch, James D. 469 

Lyon.Ephriam. 220 

Lyons . 269 

Michael J. 480 

^JACCLEERY, JAMES .. 473 

MacDonald . 108 

Machinery and boiler inspectors 248 
Designing of pumping 184 

for carding. 271 

for roving . 271 

Machine, Sewing, agents. 454 

tenders. 248 

Machinists.241, 248, 384 

apprentices and helpers 248 


PAGE. 

Machinist’s apprentice, The 440 

Madison. 157, 192 

President. 191 

Wisconsin . 170 

Madrid. 268 

Maine.222, 223, 285, 286, 333 

District of . 223 

Republicans . 223 

State College of Agriculture 

and the Mechanic Arts. 169 

The man from .219, 224 

Makers of electrical apparatus 248 

Malone, N.Y. 468 

Mammon. 132 

Managers. 240 

superintendents, foremen 414 

Manana,Land of. 93 

Man behind the gun.24, 25 

Brotherhood of. 78 

Duty to God and. 32 

of character . 110 

Self-made . 237 

Manhattan, Kan.. 169 

Manhood disgraced . 371 

Manila, Harbor of. 25 

victories . 25 

Manitowoc, Wis. 470 

Mankind .28, 218 

Greater hopefulness of. 28 

Homage of. 9 

Manner, Charm of... 246 

Manners make the man ..... 14 

Mann,Horace . 56 

“ Man’s inhumanity to man ” . 34 

Manual training schools. 83 

Manuel Chrysoloras . 296 

Manufacturers .73, 415 

National Bank. 351 

Manufactures .67, 69 

Benefits of .... 262 

Exportation of . 79, 80 

Manufacturing.. 245, 247 

Marietta, O... 190 

Marine engineers.248, 254 

Market street clothing house . 358 

Marquette Club. 356 

Marriage.52. 146 

Marshfield, Mass. 197 

































































































543 


PAGE. 

Marston Moor 181 

Maryland. 285, 286, 332, 337 

Agricultural College 169 

boy 341 

Mashonaland.127, 128 

Masons.241, 248 

Massachusetts.86, 88, 91, 205, 

214, 215, 216, 285, 286, 331, 332, 478 

Agricultural College. 169 

aristocracy. 216 

bar 195 

Constitution of. 196 

Instituteof Technology 165, 169 

Laws of. 478 

Legislature. 215 

Senate 216 

State of. 478 

Technical Institute 243 

Masses, Industrial . 79 

The contented 77 

Master builders . 248 

mechanics. 248 

Masterpieces, Greek . 172 

Matabele. .127, 128 

war. 127, 128 

warriors . 128 

Matabeleland . 127 

Mathematical culture . 184, 185 

Mathematics.110, 

160, 186, 188, 189, 221, 246, 290, 299 

Applied.183, 186, 187, 189 

Applied and pure . 185 

Educational value of applied 65 

Prerogative of . 188 

Pure . 186 

Mayer, Professor Alfred M. 181 

Mayne, Sir Henry. 93 

McCardle, Eliza . 41 

McClure, William A. 471 

McElrath, Thomas . 211 

McKeesport, Pa,.471 

McKinley . 121 

atAntietam . ».. 120 

at Opequan . 122 

Bill. 123 

Captain.122, 123 

President.119, 356, 357 

Sergeant . 120, 121 


PAGE. 


McKinley tariff bill ... 101 

William. 101, 119 

McKinley’s Bravery at Kernstown 122 

McKinnon, Alex. 466 

McMills, Charles.465 

McMurdie, Frank .464 

McPherson, General . 234 

Measurement, Educational value 

of exact . 65 

Measurements 181 

Measures. 67 

Mechanical draftsmen and appren¬ 
tices . 248 

Drawing Course . 254 

Drawing, Course of .417 

Electrical Course, The 477 

engineering 67, 254 

engineers 248 

foremen . 248 

instruction. 325 

occupations . 248 

superintendents. 248 

Mechanics.35, 239, 246, 376, 422 

Analytical 186 

Course of.417 

Institutes. 112 

Principles of. Ill 

Sons of. 436 

The Correspondence School of 247 

Medalist . 114 

Medici . 297 

Medieval times 288 

Universities . 292 

Medium of exchange .266 

Memory . 18 

culture. 246 

Memphis,Tenn. 349 

Men,Ambitious . 245 

Care and culture of . 29 

Educated.393 

Learned . 317 

Lives of wise and unwise .. 245 

of the people. 213 

Professional. 393, 446 

Public . 23 

Relations with fellow 245 

Scientific. 112 

Useful . 245 






























































































544 


PAGE. 

Mendelssohn. 404 

Mental discipline 244 

Mentor.319 

Mercantile pursuits .245 

Merchandise. 97 

Merchants.35, 73, 249 

Merchant ships . 98 

Merida, Yucatan, Mexico .467 

Merrickville, Out., Can. . 472 

Metallurgists.249 

Metal miners. 249 

prospectors 249, 255 

Meteorology . 348 

Method of teaching .254,293 

Method of the primary school,The 155 
Methods, Treatises on .317 

Melancthon’s view. . 409 

Mexican Union, The. 203 

war. 212 

Mexico 81, 199, 263 

Gulf of.342 

Meyer, George J. 468 

Michelson . 182 

Michigan 158,191, 285, 286, 337, 354, 357 

Agricultural College. 169 

Fifth congressional district of 354 

Legislature. 355 

Mining School 168 

Northern part of. 355 

State of.r.355, 356 

Micrometer 181 

Middle Ages, The.270,291,293, 296 

Middlebury College .348 

Middlesex Republican Club. 356 

Milan. 19 

Millard, Phoebe 41 

Miller, Hugh. HO 

Mr. Phineas 229, 230, 231, 232 

Millers and mill hands.248 

Millersburg .221 

Millet . 174 

Mill foremen. 249 

superintendents . 249 

Millionaires . 77 

Mill men 249 

Mills.268, 270, 271 

Collette and Seminary . 170 

College, California .... 170 


PAGE. 

Mills, Steam flouring.268 

Millwrights . 248 

Milo .115, 116 

Milton 15, 49, 116, 309, 310, 311, 312, 404 

John.307 

on the languages. 310 

the schoolmaster.307 

Milton’s curriculum. 311 

definition of education 309, 310 

essay on education. 308 

Milwaukee . 73 

Wisconsin . 468 

Mind.16, 48, 58, 69, 70, 101 

Greek . 172 

makes the man. 14 

Phenomena of . 246 

Mine accountants .249 

blacksmiths . 249 

bookkeepers . 249 

brokers. 249 

carpenters . 249 

clerks . 249 

contractors. 249 

firemen . 85 

foreman .249, 429 

laborers . 249 

land commissioners . 249 

machinists. 249 

managers.256 

operators. 249 

stenographers . 249 

surveyors. 249 

surveyors’ assistants .249 

timbermen.249 

time keepers. 249 

trackmen .249 

Mineral oil, Refined . 82 

Mineralogy. 348 

Miners .241, 429 

Some illustrious . 108 

Minersville, Pa. 471 

Minerva . 319 

Mines, Kimberley . 125 

New Mexico School of. 168 

School of .255, 368 

State School of . 168 

The Correspondence School of 455 
Working of. 85 































































































545 


PAGE. 


Mining companies’ secretaries and 

treasurers ....... . 249 

complete coal 255 

course, Short coal . 255 

engineering .67, 239 

engineers. . 249 

machine runners . 249 

Metal. 255 

occupations 249 

products . .... 273 

Ministers, British. 83 

Ministry. 71 

Minneapolis, Minn. 169 

Minnesota.202, 285, 286, 337 

University of ...... 169 

Mirabeau. 13 

Mirror. Revolving . 182 

Miscellaneous architectural occu¬ 
pations . 248 

electrical occupations. 248 

mechanical occupations . 248 
mining occupations .. 249 

occupations . 249 

plumbing occupations 218 

railroad employees. 249 

steam engineering occupations 248 

Mississippi.133, 285, 286, 336, 337 

River. 40 

Missouri. 285, 286 

University of the State of 169 

Model-making . .... 146 

Modern college education.244 

educational defects . 45 

educational development ..'.89 

physical science. 181 

Moffat . 109 

Mohammed . 291 

Mohammedan learning . 291 

Molders . 248 

Monarchy, French . 316 

Monasteries . 291 

Monet 174 

Money . 266, 267 

Senator 356 

Monica. 19 

Monongahela .. 342 

Pennsylvania . 474 

Valley .220 

19 


PAGE. 

Monroe County, Tenn.194 

Montaigne.309, 312, 314 

Montana .285, 286 

Agricultural College 169 

Monument, Washington . 12 

Monumental character of educa¬ 
tion. 156 

Moore, Albert. 174 

Moorish schools . 293 

Morality, Duties of . 70 

Influence of . 10 

Morals . 71 

Morgan,Junius . 131 

Morgantown, W.Va. . 170 

Mormon, Book of. 341 

Hill farm. 341 

Morning Post, The. 209 

Morrill, Anson P. .222, 223 

Morton, Levi P. 129 

L.P.&Co . 132 

Mr. .131, 132 

President. 164 

Vice-President 130 

Moscow, Ida. . .168 

Moses. 311 

Moslem Empire . 291 

learning . 291 

Spain. 291 

Moss, Wm. T. 465 

Mother.15, 18, 19, 20 

Abraham Lincoln’s . 39 

and father as educators 18 

Blaine’s . 220 

Eli Whitney’s . 226 

George Herbert’s. 19 

George Washington’s . 20 

ideas.328 

Napoleon Bonaparte’s .. 20 

Nature. 92 

of Universities . ... 292 

Scott’s . 16 

St. Agustine’s. 18 

the child’s model .17 

Mothers 14 

example 17 

Motormen . 248 

Mount Holyoke College .166, 170 

Mozambique. 124 



























































































546 


PAGE. 


'PAGE. 


Mozart . 206 

Mulberry Grove . 228 

Municipal engineering.. 

. 67, 239, 243, 417, 424 

Engineering, The Correspond¬ 
ence School of. 247 

engineers. 249 

Murray, Utah . 476 

Muses . 302 

Museums . 72 

Music.45, 67, 247, 288, 299 

Teaching 140 

Musicians . 249 

Muslin. 271 

Myers, J. S.. 477 

Myopia, Mental . 50 

Mystic, Conn. 468 

Mythology 140 

^ANAIMO, B. C. 466 

Nantes, Edict of ....,. 270 

Napoleon.225, 331 

Bonaparte’s mother . 20 

the general. 410 

Names, W. V. 466 

Nash.C. L. 349 

Nashville . 203, 234 

Natal. 125 | 

Natick, Mass.214, 215, 218, 349 

Nation 8, 24, 27, 37, 77, 97 

National power and authority. 97 

Bureau of Education 335 

Union Executive Committee 194 

Nations.22, 23, 51, 57, 60, 94, 310 

Eastern . 289 

Wealth of. 281 

Natural philosophy 110 

Nature. 290 

American 178 

Human. 117 

of intellectual life 297 

Naval Academy . 341, 342 

Navigation ... 99, 311 

Navy, American. 24 

Neanderthal skull. 57 

Neatness. 32 

Nebraska 285, 286 

University of. 169 


Nelson 11 

Admiral . 234 

Neo-Greek art . 174 

Netherlands . 268 

Neuhof. 320, 321, 322, 324, 325 

Nevada .285, 286, 336, 337 

University of. 169 

Newark, Del.. 168 

New Jersey 168 

Technical School. 168 

New Brunswick, N.J. . 169 

England 133, 331, 332, 333, 356, 364 

England, Savings of . 91 

England, Strength of. 91 

Era, The . 287 

Hampshire. 132, 

195, 197, 201, 207, 285, 286, 332 
Hampshire College of Agri¬ 
culture and the Mechanic 


Arts . 169 

Hampshire, Governor of 201 

Hampshire Patriot, The . 200 

Haven 168, 198, 231, 232 

Jersey 285, 286, 332, 333 

learning. 294, 304 

Mexico. 285, 286 

Mexico School of Mines . 168 
Milford, Conn. ... 197 

Orleans, La.40, 169, 236, 480 

Testament . 301 

World, Discovery of . 282 

York 23, 

86 , 101, 129, 131, 138, 158, 179, 

192, 193, 197, 207, 208, 209, 212, 

224, 285, 286, 331, 332, 333, 359, 475 

York City. 141, 228, 483 

York, Cooper Institute of. 445 

York, Governor of. 193 

York Ledger . 206, 207 

York, N. Y.... 170 

York, State of . 478 

York Sun.163, 209 

York Tribune ... 210,211 

York University . 165 

York, University of 193 

Yorker, The . 209 

Zealand . 399 

Newcastle 115 













































































547 


PAGE. 

New Castle, Pa. 272 

Newell, John. 89 

Newspaper correspondent 259 

Newspapers. 71, 247 

Newspaper work.206 

Newton 161, 181 

Mass. 197 

Niagara . 342 

Nicaragua 197 

Canal. 95 

Nichols, Mrs. 445 

Nickle Plate Railroad 353 

Niederer . 327 

Nightingale, Florence 404 

Night schools, Disadvantages of 397 

watchman . 353 

Niles. 42 

Nineveh, Pa. 351 

Nomenclature, Scientific 70 

Norfolk. 192 

Normal, Ala.. 168 

Northampton, Mass. 170 

North. 230 

America . 163 

America, Continent of 162 

American States . 229 

Atlantic. 343 

Atlantic Division. 286 

Carolina . ... 285, 286 

Carolina College of Agricul¬ 
ture and Mechanical Arts 169 

Central Division. 286 

Dakota.285, 286, 336, 337 

Dakota Agricultural College 169 

Durham . 109 

Invasion of. 235 

Sea. 127 

The. 464 

Northeast, The. 465 

Northern Spectator. 206, 207 

armies . 218 

department, The. 219 

Northfield, Yt. 168 

Northwestern University . 165 

Northwest, The. 466 

Norwich University . 168 

No vacation seasons .397 

Novels, Study of. 245 


PAGE. 

Nurses . 452 

Trained . 146 

QAK HALL.359, 360 

Oakland, Cal. .482 

Obedience.32, 300 

Virtue of. 20 

Oberlin College. 165, 352 

Objective method 305 

Object of technical education, The 68 
Occupations, In architectural 248 

In civil engineering. 249 

In electrical. 248 

In mechanical 248 

In mining . 249 

In miscellaneous. 249 

In plumbing, heating, and ven¬ 
tilation.248 

In steam engineering . 248 

Ocean, Atlantic . 99 

Oceanica. 81 

“Octave Thanet” (Miss Alice 

French) . 77 

Office boys. 249 

Officemen in electrical establish¬ 
ments . 248 

in manufacturing establish¬ 
ments . 248 

Officers, Cabinet. 34 

Ohio.35, 40, 121,122,199, 233, 285, 286 

and Pennsylvania Canal 40 

delegation . 131 

Governor of 199 

State University . 169 

Volunteers ... 190, 191 

Volunteers, Third Regiment of 190 
Ohioan patriotism 120 

Oil City Boiler Works . 477 

City, Pa. . 477 

Oilers 248 

Oklahoma .285, 286 

Agricultural and Mechanical 

College.169 

Old age oppressed 371 

World civilization . 178 

World forms . 177 

Olyphant, Pa. . 478 

Opportunities . 35 




















































































548 




PAGE. 


PAGE. 

Opportunity .15, 91, 

239, 

240, 

463 

Papers, Filing of 


247 

Orangeburg, S. C. 



169 

Paradise Lost 


308 

Order of study. 



65 

Paraffin . 


82 

Oregon 24, 

202, 

285, 

286 

wax 


82 

State Agricultural College 


169 

Parian marble 


12 

Ore sorters and samplers.. 



249 

Paris.1C1, 

132, 292, 

345 

Organism, Social. 



7 

Count Robert of . 


292 

Organization. 


161, 

247 

Parker, Doctor Willard 


348 

Oriental commerce. 



95 

E.A.D. 


465 

scholar. 



345 

Miss Minerva . 


445 

Origin of correspondence instruc- 


Theodore. 


344 

tion 



259 

Parliament, British . 


39 

Orinoco . 



45 

Parnell Parliamentary Fund .. 

127 

Ornament, Designing and 



145 

Parsons, Rev. Levi 


132 

Orono, Me. 



169 

Parthenon 


70 

O’Rourke John 



481 

Parton, Jas. 


474 

Orthography, Pedagogics of 


256 

Mr. 


205 

Orvieto. . 



170 

Patapsco . 


341 

Osseo, Mich. . 



353 

Patriotism, Ohioan. 


120 

Otis, Ind. . 



353 

Patriot, The . 


201 

Ottawa. University. 



165 

Pattern makers 


248 

Outlook, The 

. 

..57, 

166 

Paul 


410 

Overeducation 



372 

Pavia. 


296 

Owen, Robert Dale 



58 

Paynter, W. H. 


350 

Owens, Hugh E. . 



476 

Peabody, Mr. George 


335 

Oxford 16, 125, 

292, 

297, 

340 

Pedagogical activity. 


258 

students . 


. 

345 

Pedagogy. 

.243, 

317 





in France in 17th Century. 

316 

PACIFIC. 


94, 

96 

The Correspondence 

School 


Pacific coast . 



95 

of 247,368,433, 

448 

Pacific railway 



405 

Pekin . 


263 

slope. 



133 

Pel ton, Guy R. 


192 

Painters . 



146 

Pendleton, Major 


228 

and decorators 



248 

Penmanship . 


430 

Painting. 

67, 

146, 

247 

Pennsylvania . 

.86, 201, 


Ceramic . 



145 

204, 221, 272, 285, 286, 

332, 333, 

345 

Our. 



177 

Commonwealth of. 

. 

461 

Paintings. 



145 

Railroad . 


346 

Palev. 



21 

Road . 


347 

Palmer, D. L. 



469 

State College 

165, 

169 

Mrs. Potter. 



140 

University of. 


165 

Senator Thomas W. 



357 

Western 

207, 

220 

Palmyra, New York 



341 

People 

.22, 

320 

Palo Alto. 



372 

American . 

.28, 

167 

Panama, Columbia. 



467 

Civilized. 


28 

mission. 



196 

Men of the 


213 

Paola, Fla. 



466 

outside of great cities 


77 

Paper and manufactures of 


82 

Perfect life, A 


288 

















































































549 




PAGE. 

Pericles 265 

Age of 147 

Period of transition . ..161 

Perry, Commodore. 37 

Perseus. 176 

Perseverence 40 

Persians . 263 

Persistency. 44 

Personal culture. 32 

Peru . 263 

Peruvians . 266 

Pestalozzi . 253, 321, 

322, 324 , 326, 328, 329, 330, 331, 409 

Institution, The . 323 

John Henry . 319 

Pestalozzianism 259, 328 

Pestalozzi’s aim . 325 

education .321 

educational scheme . 328 

genius 330 j 

idea .... 327 

“mother ideas” . 328 ! 

life. 324 

originality . 330 

Petersburg. 236 

Petrarch 296 

Pfeifer, John T., . 480 

Phelps, Elizabeth Stuart 103 

Phenicians. .263, 290 

Phidias ... .61, 70 

Philadelphia .141, 197, 201, 

219, 220, 343, 357, 359, 445, 476 
Mayor of 361 

penitentiary . 86 

Pennsylvania . 469 

Philanthropy. 19 

Philippines .95, 97 

Phillips’s Exeter Academy.195 

Phillips, Wendell. 89 

Philosophy .23, 45, 54, 71 

Natural. 110, 111 

Spencer’s. 48 

Photographers 146, 249 

Photography .443 

Physical care. 32 

culture. 60 

development 61 

Physician 319, 452 


PAGE. 

Physician, The . 451 

Opportunities of ... . 452 

Physics. 160 

History of modern. 182 

Physiology. 246 

Picture galleries of the soul, The 403 

Pilgrim's Progress,The. 343 

Pine Bluff, Ark. . 168 

Tree State, The.222, 224 

Pinta, U. S. S. 466 

Pippa. 383 

Pisa. ..... 178 


Pittsburg .272, 345, 347, 356 

Pennsylvania . 468 

Pittsford . 353 

Pitt, William. 39 

Plants . 67 

Plasterers and model makers .248 

Plato .52, 70, 290, 409 

Pliny.282, 291, 305 

Plowboy’s path to honor. 350 

Plumbing.67, 239, 243 

Heating, and Ventilation. 417 

Heating, and Ventilation, Oc¬ 
cupations in . 248 

Heating, and Ventilation, The 

Correspondence School of. 

.247, 255, 368 

Plutarch. 13 

Greco-Roman . 290 

Plymouth colonists . 331 

Pneumatics . 427 

Pocketbook makers . 146 


Poetry. 45, 71 

Poets .28, 146 

English. 116 

Policy, England’s South Africa 123 

Polish Prussian . 308 

Political Character 26 

life. 26 

Politics. 71 

Polk, J. K. 193 

Polyphemus . 387 

Polytechnic Institute 165 

Pope. 176 

Pope’s Homer . 115 

Populations, Industrial 79 

Porter, Admiral . 343 












































































































550 



PAGE. 

PAGE. 

Port Hudson 


342 

Proctor, Richard A. . 

139 

Morton, N. S. 


466 

Products, Agricultural. 

97 

Portia. 

.135, 

139 

Profession, Choosing a 

438 

Law Club 


138 

Professions, The Engineering 65, 439 

Shakespeare’s. 


138 

Professors, University . 

83 

Portland Daily Advertiser .... 


222 

Progress, Industrial . 

277 

Portsmouth harbor 


342 

of industry 

268 

New Hampshire 


195 

of the arts . 

271 

Portugal. 


124 

Prophetic voices concerning 


Portuguese possessions. 


124 

America 

161 

Postmaster-Generalship 


361 

Prosperity, Fountain of 

75 

Postmasters . 


249 

Hope of. 

66 

Potomac 


342 

Protection, Education a. 

31 

Potter, Mrs. Cora Urquhart. 


128 

Family’s . 

66 

Pottery 

145, 

443 

Protectorate, German 

124 

Potts vi lie. 


475 

Protestant . 

316 

Poughkeepsie, N. Y. 


170 

Provencal . 

19 

Poultney. 


207 

Providence .10, 216, 

283 

Poussin. 


345 

Rhode Island..'... 

480 

Poverty no barrier .29,260, 

338 

Provinces 77, 

78 

Preventative of . 


65 

Western . 

78 

Stress of 


345 

Provincial workingman 

78 

Power, Knowledge is 


242 

Prussia. 

157 

Powers, Intellectual. 


59 

Prussian establishments. 

83 

Miss . 


180 

industry. 

83 

Powhatan 


342 

workmen. 

83 

Praed.W. M. 


374 

Psychological work, Spencer’s. 

45 

Prairie View State Normal School 

169 

Ptolemies. 

161 

Pratt Institute 


165 

Ptolemy . 

291 

Praxiteles . 


61 

Public opinion. 

142 

Preachers 


146 

Pullman, Mr. 

347 

Preparatory Schools 


158 

Washington . 

170 

Presidency. 


40 

Pump makers . 

146 

President Hayes 


101 

Pumpmen . 

248 

Tyler’s secretary of the treas- 


Punctuality . 

32 

ury 


220 

Pupil, Royal . 

318 

Presidents and managers of Man- 


Purdue University 

169 

ufacturing Companies 


248 

Purpose of education 

48 

Press Club, Woman’s. 


141 

Power of . 

38 

Pribilof Islands 


95 

Pusev & Jones Company. 

467 

Priesthood . 


316 

Putney, Vt.. 

192 

Primary School, Method of 


155 



Prince Charlie atCulloden 


219 

QUARRY FOREMEN . 

249 

Princes 


316 

^ Quebec. 

38 

Princeton, N. J. 


170 

Queen 

125 

University . 


165 

Caroline . 

110 

Principle, Triumph of 


216 

Privy Councilor to the. 

124 

Proctor, Miss Mary. 


139 

Victoria’s Privy Council. 

128 


















































































551 


PAGE. 

Question Papers.253, 254, 379 

Quincy, Ill..194, 480 

Quintilian.59,290, 304, 305 

Quotation from Goethe 71 

RABELAIS 312 

definition 409 

Race, Educated 26 

Racine, Wis. 135 

Radcliffe College. 170 

Radical support . 127 

Railroad, Atchison, Topeka, and 

Sante Fe 105 

engineering . 

.67, 239, 243, 255, 417, 424 

Gazette 162 

manager 353 

trainmen. 248 

Raleigh, N. C. . 41 

Sir Walter.13, 118 

Ramsauer .*..323 

Ramsay, Allan 109 

Ramsden 181 

Randolph-Mason Woman’s Col¬ 
lege 170 

Ranger, U. S. S. 467 

Raphael . 173 

Rapid City, S. D. 168 

Ratich. 331 

Rauben Haus .56, 57 

Ravensworth, Earl of . . 110 

R. C. F. 350 

Reason 188 

Testimony of. 55 

Reed, Speaker ... 357 

Reformation 147, 301 

Reform, Educational . 302 

Popular religious. . 294 

School of. 56 

Reforms, Educational . 298 

Refrigeration Course. 254 

Refrigerator makers. 146 

Regular army 199 

Relation of teacher and child 329 

Relations, Ability to distinguish 189 

Religion .299, 311 

Buttress of . 29 

Duties of. 70 


PAGE. 

Religious culture. 32 

reformation . 301 

Renaissance 147, 289, 290, 292, 296, 297 
Reno, Nev. 169 

Rensselaer Polytechnic Institute 

. 163, 165, 168 

Technical Institute. 243 

Repairers of electrical machinery 248 
Reporter, Lady 152 

Representatives, House of. 356 

Republic, Annals of . 41 

Grand Army of.-120 

Stability of. 28 

Republican.135, 218, 224 

American . 177 

convention 131 

leader . . 213 

party of Illinois . 194 

party, The. 212, 219, 222 

Republics . 22 

Cultured. 288 

Restlessness, Healthful . 435 

Revival, Classic .302 

Revolutionary fame . 228 

Revolutionists of France . 66 

Revolution, Painter of the.177 

Outbreak of the 219 

Reynolds. . 370 

Rhetoric.45, 299, 300, 311 

Rhode Island.285, 286, 332, 336, 337 

Island College of Agriculture 
and the Mechanic Arts . 169 
Rhodes, and the Kimberly mines 125 

Cecil. 124, 125, 126, 127, 128 

Herbert.125, 126 

Meteoric career. 124 

Rev. Francis William . 125 

Rhodesia. 128 

Richardet . 23 

Richardson, Samuel . 113 

W. A. 194 

Rich ford, Vt. 483- 

Rich, Isaac.341 

Richmond .38, 342 

Richter. 17 

Ridley, Sir Matthew White 116 

Riedel, R. L. 480' 

Rio Grande. 234, 





























































































552 


PAGE. 

Ritchey, Gen. Thomas P. 234 

Rivalry, Industrial. 99 

Road masters. 249 

Robertson, Professor 21 

Robinson, Captain J. C. 120 

Crusoe. 42 

Rochester, University of 1<’>5 

Rockbridge County, Va.202 

Rock crushers, Designing of 184 

Rockefeller, John I). 126 

Rockford College 170 

Illinois 170 

Rod men 241, 249 

Rogers, Captain John 133 

Governor .132,133 

Rollin 409 

Rolling-mill workers. 248 

Roman authors 293 

coin . 126 

Empire. .126, 291 

Rome. 265, 

271, 278, 279, 284 , 288, 290, 296 

Imperial . 408 

Rome’s downfall . 23 

Romola. 297 

Rose Polytechnic Institute. 

.165, 168, 183 

Technical Institute. 243 

Rosimond . 317 

Ross, C. B. . 473 

Rothschilds, Millions of the 12 

Rotterdam 300 

Rousseau .202,312,314,331,409 

Lovell, II. 198 

Rowan, Vice-Admiral .343 

Rowe. 338 

Rowland. 181 

Royal Society. 112 

Royce, Samuel 281 

ltuggles, S. P. 89 

Rules.378, 391 

Rusk in. 185 

Russell, John Scott. 98 

on technical education ... . 98 

Russia. 81, 405 

Russian . 323 

Rutgers College . 165 

Female College . .170 


PAGE. 

Rutgers Scientific School 169 

Rutherford 181 

SABBATH SCHOOL 351 

Safeguard . 66 

Safeguard, National 24 

Sailors . 249 

Salem Crossing. 353 

Oregon. 168 

Salesmen 416 

Salisbury, N. H. 195 

Salt Lake City . 312 

Lake City, Utah 465 

Sampson, Admiral William Thomas 341 

George . 341 

San Antonio, Texas . 468 

Diego . 137 

Francisco .137, 138, 445 

Francisco bar . 137 

Francisco, Cal..465, 478 

Jacinto, Battle of. 293 

Salvador. 342 

Sanborn, Professor. 132 

Sanders, Roy... 464 

Sanitary engineers 256 

Plumbing . 255 

Plumbing and Gas-Fitting 255 
Plumbing, Heating, and Venti¬ 
lation .... 255 

Santa Anna . 203 

Santiago, Victories of .25 

Saracens . ...*. 269 

Sarto, Andrea del 173 

Saturday Evening Express .... 88 

Savage, H. E. 475 

Savannah, Ga.228, 229, 231, 466, 479 

Savoy, Duchess of . 269 

Saxon . 311 

Saxony. 157 

Saxton, Joseph. 182 

“ Scatteration ” and its dangers. 104 

Schaler, George. 464 

Scheme, Industrial. 78 

of Education. 244 

Schenck, Commander 343 

Schley . 342 

Winfield Scott.341 

Schlosser 197 
























































































553 


PAGE. 

Scholars .306, 315 

Scholarship, The. 482 

Scholasticism 302 

School .7, 25, 27, 30, 84, 102, 112, 155 

Classic . 176 

discipline . 300 

district. 205 

Elementary . 72 

French. 176 

German. 176 

Impressionist. 176 

of Applied Science .165, 168 

of Architecture, Classes bene¬ 
fited by. 450 

of Bookkeeping and Stenog¬ 
raphy . 256 

of Bookkeeping and Stenog¬ 
raphy, Classes benefited by 456 

of character . 13 

of Civil Engineering, Classes 

benefited by.454 

of courtesy. 19 

of Electricity, Classes benefited 
by 460 

of English Branches . 256 

of Fcllenberg. 58 

of Heating, Plumbing, and 
Ventilation,Classes benefited 

by . 454 

of Mechanical Engineering 254 

of Mechanics. 453 

of Miltray . 56 

of Mines, Classes benefited by 455 

of Pedagogy . 256 

of Pedagogy, Classes benefited 

by . 455 

of Plumbing, Heating, and 

Ventilation.255 

of Sheet-Metal Pattern Draft¬ 
ing . 255 

of Steam Engineering .254 

of tradition. 27 

Our. 379 

Romantic . 176 

The. 475, 476, 477, 478, 482 

Schoolmaster.. 307,308,312 

Schoolmen .293, 305 

Schools 7, 31, 46, 71,159, 293, 300 


PAGE. 


Schools, American 


56 


English. 175 

for the workingman . 76 

Founding of The International 

Correspondence.253 

Home the best of. 19 

Industrial .87, 275 

International Correspondence 480 

Japanese.175 

Manual training. 100 

of Greece and Rome.290 

Our . 382, 398, 434, 437 

Public.88, 112 

Scientific and technical ... 165 

Special trade. 100 

Technical, 151,160, 240, 242, 253, 254 

Technological . 99 

The.382, 392, 480 

Schools, TheInternational Cor¬ 
respondence.31, 65, 

72, 76, 77, 98, 152,153, 157, 159, 

170, 241, 242, 243, 244, 247, 248, 

253, 256, 259, 200. 365, 367, 409, 


436, 438, 439, 440, 443, 44*, 45 ’, 


461, 462, 465, 469, 473, 476, 479, 482 

Trade. 83 

Science, 9,101, 225, 246, 275, 276,277, 461 

Applied . 179 

Ellect of precise.1-2 

Industrial . 254 

Methods of. 177 

Modern. 182 

Modern physical. 181 

of exact measurements. 181 

Resources of ..*. 27 

Students of physical.182 

Sciences.69, 161, 304 

and Arts.292 

Scofield, General. 234 

Scotch. 219 

boy. 345 

Hills. 340 

Scotch-Irish . 205 

Scotch-Irish race 204 

Scotchmen 405 

Scotland .... .108, 266, 345, 348 

Scott . 16 

General 199, 217 















































































554 


PAGE. 


PAGE. 


Scott, Mr. 346, 347 

Sir Walter . 292 

Walter.118 

Scranton, Pa. 31, 65, 72, 77, 

152, 157, 170, 242, 247, 256, 298, 399 
Scriptures 303 

Sculptors . 146 

Sculpture 60, 67, 247, 276 

Greek 1721 


Sheet-Metal workers 248 

Sheffield. 114 

knives . 226 

Scientific School.165, 168 

Sheppard, Horatio D. 209 

Sheridan .38, 122 

as military governor. 236 

at West Point. 234 

Lieutenant. 234 


Seamen, American 95 

Secretaries, Private 431 

Secretary of State 223 

of the Navy 132 

Security, Legal. 294 

Sedition law. 192 


Seelye Hall 166 

Seine. 269 

Self control .10, 32, 37 

culture 237, 338, 339, 361 

denial . Ill 

direction and self-activity. 303 

discipline. 10 

gained knowledge. 339 

made men . 239 

Semmons, Harry 474 

Senate ...134 

Massachusetts . 216 

Senator, U. S... 41 

Seneca .. 290 

Sense-activity . 309 

Severance, Alice 135 

Sevres . 269 

Seward . 215 

Sexes, Relations of. 245 

Shaftesbury, Lord 408 

Shakespeare 42, 116, 345 

Shakespeare’s Portia. 138 

Shamokin, Pa. 474 

Shanghai. 373 

Shannon, Wilson. 199 

Sharpsburg, Pa. 471 

Sharp, William 114 

Shaw, Samuel . 192 

Sheet-Metal Pattern Drafting...243, 247 
Metal Pattern Drafting, Corre¬ 
spondence School of.368 

Metal Pattern-Drafting Course, 
Classes benefited by our 458 


Philip Henry, 233, 234,235, 236, 237 

Sheridan’s boyhood . 233 

Wanderjahre. 234 

Sherman, Gen. William T. 237 

Roger . 197 

Ships, American. 25 

Spanish . 25 

Shipwrights . 248 

Shop 7 

foremen . 256 

laborers . 248 

Shoreham,Vt. 129 

Shorthand . 430 

writer, The capable 431 

Sidney, Sir Philip . 13 

Sidus, Georgium . 112 

Siege of Nashville . 199 

Silk 269 

Sill, General . 234 

Simon, Jules . 14 

Singing 299 

Sioux City, la. . 465 

Sir Benjamin Brodie. 339 

Walter Scott . 339 

Sitka, Alaska.466 

Sjoblon, Aug. E. . 466 

Skilled labor, Demand for. 413 

Skill, Man of ..26 

Slate pickers 249 

Slavery. 287 

Sleeping cars 346 

Slopemen 249 

Smiles.. 39 

Samuel. 11 

Smith, Adam .281 

College.166, 170 

Congressman.355, 357 

Dr. T. Guilford 405 

Granite Company, The 472 
















































































555 


PAGE. 

Smith, Joseph . 341 

Samuel A. ...... 194 

William Alden.354, 357 

Smithers, John. 78 

Smithsonian Institution, 102, 182, 194 

Snowden, Charles N.. .467 

Sobriety . 314 

Social culture 32 

Societies, Literary and Scientific 72 

Society. 317 

Conscience of. 9 

Ethical. 141 

Ideal ..... 8 

Industries of. 88 

Intellect of 9 

of Civil* Engineers, American 163 

of Specialists. 66 

of the Cincinnati. 220 

Royal . 112 

Security of 29 

Sociology. 71 

Socorro, N. M. . 168 

Socrates.12, 45, 70, 277, 290, 409 

Soignies, School at. 84 

Soldiers. . 249 

Son, Poor man’s. 30 

Rich man’s. 30 

South .228, 230, 231, 272 

Africa.109, 123, 124, 125, 381 

Africa Company .126, 127 

America.95, 96, 163, 399 

Atlantic Division. 286 

Bend. 193 

Bethlehem, Pa.168, 475 

Carolina 196, 282, 285, 286, 336, 337 

Carolina Military Academy. 168 

Central Division. 286 

Dakota 285, 286 

Dakota Agricultural College... 169 

Hadley, Mass. 170 

Paris, Maine . 479 

Shetland Islands. 342 

The. 464, 477 

Southeast, The 466 

Southern colonies . 332 

Confederacy .202 

district of New York. 193 

forces 235 


PAGE. 

Southern hemisphere 96 

Spain. 405 

States . 335 

University 169 

Spain 24, 26, 196, 281, 291, 357 

King of 23 

War with 94 

Spaniard. 25 

Spaniards 405 

Spanish 323 

galleon. . 124 

government . 196 

hands 405 

officers. 405 

rule 357 

•Sparta, Ill. 475 

Spartan mother. 214 

Spartans, Heroic.. 408 

Speaker of the House. 222, 223 

Speakers, Public. 37 

Special Committee of Thirty-Three 199 

Specialists . 152 

Society of. 66 

Specialization .161 

Age of . 425 

Spelling . 430 

Spencer.7, 48 

Sphere, Woman’s. 150 

Spinning-jenny . 271 

Spinola. 23 

Spirit.302 

Humanitarian 303 

Spitalfields. 113 

Sports, Athletic. 52 

Sprigg government 129 

Spurgeon. 12 

the preacher. 410 

Squier, The Geo. L., Manufactur¬ 
ing Co. 477 

Squire South wick . 341 

Stability of character. 24 

of institutions. 24 

Stafford . 108 

Stages of civilization, The. 287 

Stamp and rolling mills. 184 

Stanbery, Mr. 194 

Standard Oil Company. 347 

Stanford . 198 


































































































556 



PAGE. 


PAGE. 

Stanford, Senator . 


372 

Stenography . 

243, 430 

Stanley, Lord. 


83 

Stenography, Our course of 

449 

Stanton, John R. 


483 

Stephens, Alexander H. . 

. 201 

Stanwood, Miss Harriet . 


221 

Stephenson. 

.109, 110 

Stanz. 

322, 

325 

Stetson, Mr. 

. 83 

State, Assembly of the. 


200 

Stevens Institute of Tech- 


College for Colored Students 168 

nology . 

165, 168 

Oollece. Pa. 


169 

Institute, The . 

.... 164 

mine inspectors . 


249 

Stevenson . 

225 

Normal and Industrial School 

168 

Stewards. 

. 249 

Normal and Industrial School 


St. Helena . 

. 282 

for Colored Students. 


168 

Stillwater, Okla.. 

. 169 

Normal College. 


169 

St. Joseph Valley Register 

. 193 

School of Mines . 


168 

St. Louis. Mo. 

192, 481 

School of Technology 


168 

Stock breeders. 

. 249 

The. 

317, 

367 

Stonecutters . 

. 248 

University, Our . 


476 

Edmond . 

. 375 

Statecraft, Highest 


162 

Stoner, Henry G.. 

. 477 

States and Territories. 

285, 

286 

Stonington, Conn. 

. 483 

European . 


294 

Storekeeping. 

247 

Statesmen. 

21, 

86 

Storrs Agricultural College 

168 

Stationary and marine firemen. 

248 

Connecticut . 

. 168 

engineers. 

248, 

254 

Story, Mr.. 

. 209 

Station managers . 


218 

Stowe, Rev. Calvin E. 

. 56 

Statistics.:. 


90 

St. Paul’s. 

115 

Bureau of 


80 

St. Paul’s success. 

. 105 

of Education. 


284 

Strabo . 

. 291 

of manufactures 


284 

Stratford, Ontario, Can. . 

464 

Statue of Milo 


115 

Street waif 

. 350 

St. Augustine. 


18 

Strength of New England, The 

. 91 

Steam engineering.67, 239, 

243, 417 

Strong, Gen. W. E. 

105 


classes benefited by our course 

of engineering.459 

Engineering Course 417, 420 

engineering occupations. 248 

Engineering, The Correspond¬ 
ence School of . 247 

engines 184 

engine, The 418 

laundrymen . 248 

merchant vessels, Classifica¬ 
tion of . 420 

mine pump works . 470 

power, Cost of ... 418 

Steamers, Sea-going .422 

Stenographer, The Qualifications 

of the.431 

Stenographers .152, 249 


Structural iron workers .... 248 

St. Stephen, New Brunswick.465 

Student, Individual ..... .65 

Progressive. 151 

The Correspondence....395, 397, 442 

Studies.297, 298 

Classic . 69 

College 316 

Intellectual 69 

Literary 69 

Nature. 101 

Studley. 199 

Study, Idea of 304 

of mathematics.. .184 

Order of . 65 

Sturm 307 

St. Vincent de Paul, Church of. 174 

























































































557 


PAGE. PAGE. 


Submarine Cable Convention 


130 

'TABLE OF EXPORTS . 

82 

Success . 


11, 

12 

Tables 

391 

and Failure . 


103 

Tacitus. 

279 

Darwin’s wonderful 



107 

Tacoma, Wash. 

466 

defined. 



34 

Tact.40, 

315 

Elements of 



34 

“ Tact, Push, and Principle”. 

117 

Illustrated New York Monthly 


Tagliabue, Romeo . 

477 



348, 

361 

Tailoring. 

146 

or failure. 



55 

Talents... 

100 

Persistency necessary to .. 


44 

Taliaferro County, Georgia. 

201 

The law of . 



107 

Tallahassee, Fla. 

168 

Suffolk, Mass. 



195 

Tariff 

101 

Suffrage, Universal.. 



22 

Bill, McKinley. 

101 

Summerville, Mass. 



200 

Tariffville, Conn. 

473 

Sumner, Charles .12, 

161, 

216, 

217 

Tarontoe.. 

190 

Sunday school. 

361 

Tasmania. 

399 

school class 


. 

350 

Tassie. 

114 

Sun, The 


164, 

211 

Taste. 

145 

Superintendents. 



256 

Expression of 

58 

benefited by School of Meehan- 


Pure . 

59 

ics . 



453 

Tastes . 

58 

of electrical works 



248 

Direction of the . 

7 

of mines . 



249 

Taunton, Mass. 

180 

of plants. 



248 

Taylor, General 

191 

of railroads 



249 

Jeremy. 

345 

of waterworks 



249 

Teacher.159, 

315 

Railroad 



240 

The Correspondence 

395 

Superstition 



280 

Teachers. 

37 

Supremacy, American 



94 

and scientists. 

248 

Surgeons. 



452 

Professional training of. 

258 

Surveying and mapping 


.243, 

255 

Teaching.144, 308, 

309 

and Mapping Course, 

The 


473 

a profession . 

433 

Surveyors. 


249, 

426 

Didactic 

171 

Sutton, M. S. 



472 

essence of 

293 

Sweat, L. I. 



483 

History of 

318 

Swiss village 



321 

school . 

221 

Switzerland 



340 

Teamsters . 

249 

Symbol. 



188 

Technical education. 


Syrian dialect. 



311 

. 65, 83, 98, 101, 102. 

103 

System. 



32 

education and discipline. 

106 

in study. 



105 

education and the individual 

98 

in teaching. 



305 

education of woman. 

142 

Social . 



77 

schools.158, 159, 160, 426 

The International Correspond- 


training, Lack of. 

439 

ence. 

...78, 98, 


works . 

427 

239, 210, 338, 364, 376, 437, 439, 

476 

Technological schools . 

99 

Systematization 



161 

Technology, Armour Institute of 165 

Szigeti, A. 



465 

defined. 

67 






































































































558 


PAGE. 

Technology, Massachusetts Insti¬ 


tute of .165, 169 

Schools of. 160 

State School of. 168 

Stevens Institute of . 165 

Telegraph . 248 

Telegraphers. 248 

Telegraphy. 255 

Telephone .. 248 

Telephony . 255 

Telescope, Achromatic 113 

Refracting . 113 i 

Temperance . 314 

Temper, Cultivation of. 246 

Training of. 16 

Template makers 249 

Temple Court . 138 

Temples . 71 

Temptations, Sources of 10 

Tenderness. 314 

Tenement houses. 86 

Tennessee .89, 195, 203, 204, 285. 286 

Banks of the. 202 

Governor of . 203 

Tennyson, Lord . 410 

the poet . 410 

Terence . 301 

Terre Haute, Ind. 183 

Terrill, General. 234 

Territory 22 

Extent of 23 

Testimony, Abundant 464 

of experience. 55 

of reason . 55 

Texan congress. 203 

Texans. 203 

Texas.203, 215, 234, 285, 286 

Governor of . 204 

Textbooks, Nature of our 378 

Thagaste. 18 

Thames 115, 191, 269 

Thayer, William M. . 117 

The Bee and the Fly. 318 

Correspondence School of 

Mechanics. 437 

Hague 23 

International Correspondence 
School of Mechanics 436 


PAGE. 

The International Correspondence 

School of Mining. 429 

The International Correspond¬ 
ence Schools, 31, 65, 72, 76, 

77, 98, 152, 153, 157, 159, 170, 

241, 242, 243, 244, 247, 248, 253, 

256, 259, 260, 298, 365, 367, 368, 

372, 375, 376, 377, 380, 381, 388, 

395, 399, 401, 402, 401, 406, 407, 

409, 410, 417, 424, 433, 435, 436, 

438, 439, 440, 441, 443, 448, 452, 

461, 462, 465, 469, 470, 476, 479, 482 
International Correspondence 


Schools System. 408 

International Correspondence 
System. 382, 407, 409, 411, 418 
International Schools 367 

Theologians, Presbyterian 204 

Theological Hall 109 

Theology.292, 293 

dogmatic. 281 

Theory. 412 

The Railroad Gazette . 425 

The Song of the Dying Swan. 324 

Thetis 342 

Thibet 282 

Thinking, Ability of. 59 

Third Judicial District. 195 

Thirty-Fourth Congress 193, 195 

Thomas . 347 

General 234 

Thoroughness 40 

Thought, Faculty of original . 189 

Independent 50 

Modes of 177 

Thoughts. 58 

Thurston, Senator . 356 

Tiber. 279 

Ticonderoga, Fort .129 

Times.315 

Time saving 93 

Tinsmiths . 248 

Pattern-Cutting Scholarships, 255 

“ Tippecanoe and Tyler too ” . 210 

Tippecanoe Club. 356 

Tipton, J. II. . 476 

Titania lie 

Tobacco, Manufactures of 82 

















































































559 



PAGE. 


PAGE. 

Tocqueville, De 


162 

Tribune, The, Growth of 


211 

Tod, Governor 

121, 

122 

Trigonometry . 

311, 376, 

427 

Todhunter . 

188, 

189 

Trinity College. 


165 

Toil, Thirty vears of 


350 

Tristan d’Acunha Islands 


342 

Tomnoddy, Lord . 


176 

Trivium . 


293 

Tomorrow ... 


371 

Trojan 


318 

Tongue, Greek. 


70 

Trojans. 


145 

Tool . 


300 

Trojan War, The. 


266 

Toolmakers 


248 

Trolley-car conductors. 


248 

Topics, Pedagogic 


306 

Troy . 


265 

Topographers . 


249 

Illinois. 


465 

Topographical Engineering 


424 

New York . 


168 

Tower Hall. 


359 

Technical Institute. 


243 

Hall Clothing Store 


358 

True teacher, Qualifications of the 433 

Track laborers. 


249 

Trumbull, Colonel John 


177 

Traction engineers . 


254 

Gallerv. 


177 

Tracy City,Tenn. 


464 

Truth . 

54, 

303 

Trade 


185 

Capacity for finding 


50 

Character of Eastern . 


95 

in Art. 


176 

Theory of a 


68 

Truthfulness 

24, 

32 

Trades, Mechanic ... 


262 

Tucson, Ariz.. 


168 

Trading 


245 

Tufnell.Mr. 


20 

Trafalgar 


234 

Tufts College. 


165 

Train dispatchers 


248 

Tulane University. 


165 

Training. 


25 

Tunnicliffe, Jesse G. 


478 

and character 


26 

Turks, Conquering 


297 

department . 


469 

Tutor. 

316, 

319 

Industrial . 

99, 

287 

Tutors 

313, 314, 

315 

Industrial and technical 


247 

Office of 


317 

Intellectual 


86 

Twenty-third Ohio Reg’t 

119, 120, 

121 

Manual. 


65 

Twine making 


146 

Physical . 


299 

Tyler, General 


234 

Poverty a 


237 

Hall . 


166 

sphnnls 


146 

Harry C. 


478 

Transition, Period of 


161 

President.. 


196 

Transit men. 


249 

Tylor. 


261 

Translations, Greek 


303 

Typesetters. 


146 

Transportation 

215, 247 

Typewriting . 


151 

Means of 


67 




Trans-Siberian Railway 


405 

HLYSSE3 . 

.309, 

319 

Treasurer. 


394 

Umbrellas . 


270 

Treasurers 


146 

Unaided experience, Failure of 

419 

Tremont Street 


133 

Union.75, 202,203, 

201 

Trenton . 


354 

armies. 


235 

Michigan 


354 

College. 


165 

New Jersey 


482 

commander . 


235 

Trials, Legal 


152 

of Art and Science, The 

274 

Tribune, The 209, 

211, 

212 

Pacific Railroad 

. 

354 





















































































5C0 


PAGE. 

Union, The 120, 135, 334 

United Kingdom, The. 272 


United States, 12, 22, 41, 65, 75, 82, 

83, 87, 99, 123, 129, 130, 160, 

162, 179, 190, 191, 203, 205, 218, 

225, 228, 2*2, 258, 270, 272, 273, 

278, 281, 286, 334, 342, 348, 399, 443 


States army 442 

States Constitution of 67 

States consulates... 399 

States District Attorney 193 

States District Court 231 

States flag . 119 

States, Government of 21 

States, History of the 42, 204 
States Naval Academy 168,311 

States navy. 399, 442 

States of America . 

124, 167,217,225,287, 433, 461 
States, People of the .... 95 

States, President of the 

9, 41, 119, 193 

States Senate .216,361,363,364 

States senator . 

199, 200, 201, 213, 214, 223 
States, Senator of the 196,204 

States senators. 130 

States, Supreme court of the 195 

States, The.331, 338,463, 476, 484 

Universality of industrial employ¬ 
ment 73 

Universe, Phenomena of 33 

Universities . 

46,136,167, 291, 297, 301, 302, 310 
and Colleges in the United 

States . 337 

Methods of the g93 

Professors of 161 

State 160 

Technical . . 83 

The clientele of .295 

The Medieval 292 

University 27, 155, 158, 161 

Cornell 162 

Glasgow . 108 

of Arizona 168 

of California. 168 

of Chicago 165 


PAGE. 

University of Georgia 168 

of Idaho. 168 

of Illinois 168 

of Minnesota. 169 

of Nebraska 169 

of Nevada . 169 

of New York 193, 333 

of Pennsylvania . 165 

of Rochester . 165 

of Tennessee 169 

of the State of Missouri 169 

of Vermont . 165 

of Vermont and State Agricul¬ 
tural College. 169 

of West Virginia..351 

of Wisconsin 170 

of Wyoming 170 

Washington National 161 

Upper Egypt 109 

Ushers and waiters. 249 

Utah .285, 286 

Utility of drawing.180 

yAAL RIVER 125 

Valley of Virginia, The . 235 

Valparaiso. 342 

Value of articles exported. 82 

of bicycles exported 81 

of cars exported 81 

of copper exported. 81 

of cotton goods ex ported. 81 

of domestic manufactures 80 

of education 29 

of exports of farming imple¬ 
ments . 81 

of industrial education 66 

of iron and steel exported 82 

of mineral oils exported 81 

of products, Total 285 

Van Buren 201 

Vanderbilt University . 165 

Van Diemen’s Land .... 339 

Vanity Fair. 173 

Vassar College 170 

Vaucanson. 161 

Vaux, Recorder 85 

Vegetation 178 

Venezuela . 123 






























































561 


PAGE. 

Venice 114, 270, 296 


Ventilation 67, 239, 243 

Vermont 

.129, 131, 192, 206, 285, 286, 333 

University of. 165 

Vernier. 181 

Pierre 181 

Vernon, Mount 12 

Verviers 84 

Vessels, American. 95 

Vice-President 129, 130, 194, 202 

Vices 55 

View of education, Addison’s 59 

of education, Luther’s 8 

Views, Educational 320 

Vigor. 52 

Constitutional . 49 

Intellectual 49 

Vinton, la.472 

Virgil .. 301 

Virginia .198, 200, 272, 285, 286, 332 
Agricultural and Mechanical 

College. 170 

Assembly 200 

Governor of .200 

Military Institute .168 

Virtue 24,315,461 

Virtues 10, 54, 55 

Civic. 14 

Manual and social 73 

Social 59 

Vocabulary . 186 

Voice culture . 246 

Volunteers 128 

Von Iiaumer.323, 325, 326, 3z7 

Voter. 71 

Voussoirs 161 

AGE EARNER MET, ALL THE 
CONDITIONS OF . 241 

Wage earner buys no books 241 

can ask questions the same as 
of a regular teacher 241 

can change residence .241 

can pay in modest instal¬ 
ments . 241 

does not even have to leave his 

house 241 

20 


PAGE. 


Wage earner does not have to give 

up work .241 

is a class by himself.241 

is put to smallest expense only 241 
need not expose his ignorance 241 
qualities to pass examination 241 
resumes at any time 241 

stops studying at pleasure. 241 

studies at home .. 241 

Wages and employees .285 

Walden, Lord Howard de 84 

Wales 272 

Walker, General 160 

Mr. John Brisben 244 

Wall paper 270 

Wall, William 197 

Walpole, Horace . 110 

Walsall, Pa. 465 

Walton, Izaak 19 

Wanamaker, Mr.359, 360 

Habits of Mr.360 

John 357, 358, 359 

Young 357 

War . 25 

Brutalities of 27 

First implements of .. 265 

Matabele. 127 

Mexican 212 

Revolutionary 133 

The Trojan 266 

with Mexico 198 

with Spain 94 

with the Creek Indians 202 

Ward, American sociologist 7 

Warren District 199 

Experience of . 363 

Life of 363 

Senator 361, 362, 364 

Warships 97 

Wars, Kansas . 213 

Washburne, Governor .223 

Washington . .12, 37, 

49, 157, 177, 200, 219, 220, 

225, 236/ 285, 286, 343, 357, 404 
Agricultural College and 
School of Science 170 

Capitol in. 177 

Character of ... 12 

































































562 


PAGE. 

Washington College, Pa. 221 

County, Pa. 219 

District of Columbia. 

123, 134, 195, 196, 197, 201, 

203 , 215, 216, 217 , 223, 224 , 342 

George .11, 13, 432 

letter. 79 

monument. 12 

National University ... 161 

society. 357 

University .165 

Washington’s character 11, 12 

hope . 161 

Watches . 232 

Watchmen . 249 

Waterloo 134, 135 

Battle of . 340 

Waterman,W.W. 180 

Waters, Asiatic. 98 

Water tenders . 268 

Water transportation 420 

Watson, Jos. 474 

Watt. 225 

Watt’s fortunate contrivance 418 

inspiring example. 110 

steam engine. 271 

Wealth of Nations .. 281 

Webster . 196 

Daniel 195, 197 

Fletcher . 197 

Weekly New Yorker, The 209 

Weighmasters 249 

Weights . 67 

Well drillers. 248 

Wellesley. 166 

College.170 

Massachusetts 170 

Wellington, Duke of 116, 340 

Wells College . ... 170 

Wesley 21 

Wesleyan University 165 

Westborough 225, 226 

West Brownsville 219 

Gardner, Mass. 478 

India Company, The 332 

Indies .95, 96 

Philadelphia 85 

Point. 25 


PAGE. 

West Point, X. Y. 168 

Point, Sheridan at. 234 

Raleigh, N. C. 169 

Rutland, Vt. 465 

Spiritual charm of the 78 

States of the 157 

The ".79, 91, 364 

Virginia. 285, 286 

Virginia Colored Institute. 170 

Virginia University 170 

Westerly, R. 1. 472 

Western Division. 286 

provinces. 78 

Reserve University 165 

town. 79 

Union Telegraph. 352 

University of Pennsylvania 165 
Virginia 350 

Weston, Rev. P. S. . 349 

Westside, Miss. 169 

Wetherell, Mr. 192 

Wheat bread 264 

Wheatstone 182 

Whig party, The .212, 215 

Whigs 199, 210, 222 

Whitefield 345 

Whitehall, Vt. 206 

White House 41, 236 

Whitney 225, 228, 229, 230, 231, 232 
Elder 226 

Eli 225 

goes to college. 227 

in Georgia . 228 

Mrs. 227 

T. I). 482 

Whitney’s early life . 226 

great mistake. 230 

lack of foresight ..... 231 

Whitneyville 232 

Whittier 215 

Wichern, Mr. 56 

Wife, selecting a 245 

Wilkes-Barre, Pa. 469 

Will 16, 54 

Energy of . 11 

Willard, Miss Frances E. 442 

Williams. 157 

College 165 


































































503 


PAGE. 


PAGE. 

Williamson, W. C. 

. 472 

1 Woman’s sphere . 


. 150 

William the Conqueror 

266 

Women. 23, 37, 135, 

146, 147, 152 

Willis, E. 

479 

Wood and coal dealers .... 


. 457 

V. I. .. 

475 

carvers. 


248 

Wilmington, Del. 

467 

carving... 


145 

Wilson 

215 

turners. 


248 

Henry.214, 216, 217, 218, 219 

344 

Woolen goods . 


273 

Tariff Bill . 

134 

Wool, Weaving of . 


264 

Wilson’s political career 

215 

Worcester County, Mass. .. 


225 

struggle for an education 

214 

Massachusetts . 


168 

sympathy with labor 

215 

Polytechnic Institute. 

165, 

168 

Winchester 

235 

Words 


306 

Hr. 

209 

Wordsworth . 


43 

Wine kel man. 

113 

Work . 

.23, 

25 

Winnipeg, Manitoba 

164 

Life . 


65 

Winona. 

342 

Workingman 

76 

78 

Winthrop. 

12 

Workman, The Prussian .. 


83 

IVipers and hostlers 

248 

Workmen . 


85 

Wi remen 

248 

of Belgium. 


84 

Wiring and Bellwork Course. 

255 

Workshop, The World’s 


79 

Wisconsin. 135, 158, 285, 286, 

337 

World 

9, 13, 


Wisdom 60, 76, 162, 

245 

15, 27 , 33, 51, 58, 65, 

79, 284, 

315 

Culture and . 

154 

a teacher, The. 


70 

W. Liberty, la. 

469 

English-speaking. 


96 

Wolcott, Hon. Oliver. 

232 

Foreign trade of the ... 


273 

Wolfe. 

38 

Granary of the 


96 

Wolfsborougli, N. H. 

215 

Modern 


27 

Wollett, J. J. 

480 

The New 


282 

Woman .19, 36, 55, 65, 141, 143, 

144 

The Old . 


282 

Business education of 

150 

Workshop of the ... 


96 

Womanhood . 

149 

World’s battle cry, The 


436 

American . 

152 

charities, Administration of 


Womankind 

149 

the. 


149 

Woman’s Activities . 

442 

Columbian Exposition 


445 

Art School 

180 

Congress Auxiliary. 


147 

birthright 

153 

Congress of Jurisprudence and 


Building 

445 ; 

Reform. 


137 

Century, A . 

442 

educators. 


253 

Club, Montreal 

141 

Fair 

175, 

212 

College. 

166 

need of brain workers 


148 

College of Baltimore 

170 

need of home-builders 


148 

duties 

71 

wealth. 


149 

emancipation . 

153 

workshop. 


79 

era .. 147, 150, 

153 

W. P. W. 


351 

League. 

141 

Wright, Elizur 


89 

position . 

71 

Writers . 

.37, 

146 

Press Club. 

141 

Wyoming .285, 286, 362, 363, 

364 

rights. 

71 

Legislature. 


364 

















































































564 


PAGE. 

X RAYS. 52 

YALE 157, 16(5 

Yale College 227 

Yale University . 165 

Yankee 174, 226 

privateer. 133 

Yorkshire 112 

Young men, Mistakes of .438 

Men’s Christian Association 

.359, 480 

men, Two great classes of 440 


J’AGE. 


Youth, Opportunities of 43S 

the period of achievement 437 

Yukon. 95 

Yverdun 323, 325, 326, 330 

7ANESVILLE, OHIO 234 

Zante . 268 

Zeal, An example of quenchless 105 

Zoology . 348 

Zulu policy 127 

warriors 127 

Zulus. 128 

Zurich 157, 319, 320 




















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